The Efficacy of Multimodal Texts on Korean Elementary School Learners’ L2 Incidental Vocabulary Learning

2020 ◽  
Vol 36 (4) ◽  
pp. 137-160
Author(s):  
Hyejin Kwak ◽  
Yeonjoo Jung
Keyword(s):  
Elementary School ◽  
Vocabulary Learning ◽  
Multimodal Texts ◽  
Incidental Vocabulary ◽  
Incidental Vocabulary Learning ◽  
Elementary School Learners

Incidental vocabulary learning and retention of EFL learners

2021 ◽  
Vol 34 (1) ◽  
pp. 31-52
Author(s):  
Marco Cancino
Keyword(s):  
Incidental Learning ◽  
Vocabulary Learning ◽  
Research Field ◽  
L2 Reading ◽  
Relevant Variable ◽  
Efl Learners ◽  
Topic Interest ◽  
Incidental Vocabulary ◽  
Incidental Vocabulary Learning ◽  
The Relationship

Abstract Research addressing the effect of interest on learning has been thoroughly discussed in learning theory (Renninger et al., 2014). From this rich research field, topic interest has been put forward as a relevant variable in learning in general (Hidi, 2001; Renninger, 2009), and in L2 reading comprehension (Brantmeier, 2006; Eidswick, 2009). However, research focusing on the extent of its influence on L2 incidental vocabulary learning has been scarce (Lee & Pulido, 2017). Thus, this study sought to explore the relationship between topic interest and L2 vocabulary learning by asking 55 male EFL learners at a technological university in Chile to read texts in two conditions (high topic interest and low topic interest) and then assessing incidental learning and retention of twenty target words. Results suggest that topic interest influenced the vocabulary gains made by learners, and that the relationship between topic interest and vocabulary learning and retention can be mediated by dictionary look-up behaviour. Findings are discussed with a focus on the pedagogical actions that can increase learner topic interest.

scholarly journals Effects of Enhancement Techniques on L2 Incidental Vocabulary Learning

2018 ◽  
Vol 11 (3) ◽  
pp. 88
Author(s):  
Shiping Duan
Keyword(s):  
Incidental Learning ◽  
Vocabulary Learning ◽  
Multiple Choice ◽  
Vocabulary Knowledge ◽  
Vocabulary Size ◽  
New Words ◽  
Incidental Vocabulary ◽  
Post Test ◽  
Incidental Vocabulary Learning ◽  
Knowledge Scale

Enhancement Techniques are conducive to incidental vocabulary learning. This study investigated the effects of two types of enhancement techniques-multiple-choice glosses (MC) and L1 single-gloss (SG) on L2 incidental learning of new words and retention of them. A total of 89 university learners of English as a Freign Language (EFL) were asked to read the same reading texts with the two types of glossing and no glossing. Vocabulary acquisition was measured with the vocabulary knowledge scale (VKS). The results indicated that there were obvious vocabulary gains for both MC and SG groups. MC glossing is more conducive to incidental vocabulary learning than SG glossing in both immediate and delayed vocabulary post test. What’s more, learners with larger vocabulary size demonstrated much more significant gains than those with small ones.

Verbal Dramatisation of Words: Incidental Vocabulary Learning via Readers’ Theatre

2018 ◽  
Vol 3 (1) ◽  
Author(s):  
Ch’ng Looi Chin ◽  
Kimberley Lau Yih Long ◽  
Yeo Jiin Yih
Keyword(s):  
Incidental Learning ◽  
Vocabulary Learning ◽  
Learning Activity ◽  
Reading Material ◽  
Incidental Vocabulary ◽  
Language Classrooms ◽  
Post Test ◽  
Readers Theatre ◽  
Incidental Vocabulary Learning ◽  
Reader's Theatre

Although explicit teaching of vocabulary is often practised in language classrooms, it has been proven to be rather ineffective since words are not taught in context. This leads to the increasing use of incidental vocabulary learning approach, which emphasises on repeated readings as a source for vocabulary learning. By adopting this approach, this study aims to investigate students’ ability in learning vocabulary incidentally via verbal dramatisation of written texts. In this case, readers’ theatre (RT) is used as a way to allow learners to engage in active reading so as to promote vocabulary learning. A total of 160 diploma students participated in this case study and they were divided equally into two groups, namely classroom reading (CR) and reader’s theatre (RT) groups. A proficiency test was first conducted to determine their vocabulary levels. Based on the test results, a story was selected as the reading material for the two groups. The CR group read the story through a normal reading lesson in class while the RT group was required to verbally dramatize the text through readers’ theatre activity. Then, a post-test based on vocabulary levels was carried out and the results were compared. The findings revealed that incidental learning was more apparent in the RT group and their ability to learn words from the higher levels was noticeable through higher accuracy scores. Although not conclusive, this study has demonstrated the potential of using readers’ theatre as a form of incidental vocabulary learning activity in ESL settings.

INCIDENTAL VOCABULARY LEARNING THROUGH LISTENING TO SONGS

2019 ◽  
Vol 41 (04) ◽  
pp. 745-768 ◽  
Author(s):  
Niousha Pavia ◽  
Stuart Webb ◽  
Farahnaz Faez
Keyword(s):  
Incidental Learning ◽  
Vocabulary Learning ◽  
Vocabulary Knowledge ◽  
Self Report ◽  
Learning Gains ◽  
Incidental Vocabulary ◽  
Incidental Vocabulary Learning ◽  
Listening Behaviors ◽  
The Relationship ◽  
Positive Effect

AbstractResearch investigating incidental vocabulary learning through listening to songs has primarily relied on participant’s self-report surveys on listening behaviors and its relationship with their vocabulary knowledge (Kuppens, 2010). Only one experimental study has investigated vocabulary learning gains from listening to songs (Medina, 1993). From the results, the researcher concluded that learning does occur from listening to songs. However, the learning gains were not provided. The present study investigated incidental learning of three vocabulary knowledge dimensions (spoken-form recognition, form-meaning connection, and collocation recognition) through listening to two songs. The effects of repeated listening to a single song (one, three, or five times) and the relationship between frequency of exposure to the targeted vocabulary items and learning gains were also explored. The results indicated that (a) listening to songs contributed to vocabulary learning, (b) repeated listening had a positive effect on vocabulary gains, and (c) frequency of exposure positively affected learning gains.

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