scholarly journals An Experimental Research on the Effects of Types of Glossing on Incidental Vocabulary Acquisition through Reading

2017 ◽  
Vol 8 (4) ◽  
pp. 782
Author(s):  
Shan Liu
Keyword(s):  
Foreign Language ◽  
Vocabulary Acquisition ◽  
Vocabulary Knowledge ◽  
Word Knowledge ◽  
Acquisition Rate ◽  
Retention Testing ◽  
Incidental Vocabulary ◽  
Different Types ◽  
Incidental Vocabulary Acquisition ◽  
Chinese And English

A large amount of research has been conducted to delve into the means of improving the rate of incidental vocabulary acquisition through reading, which includes providing glosses or annotations, increasing the reoccurrence of the target words and taking the advantage of dictionaries. But little has been done on the effects of different types of glossing on incidental vocabulary acquisition through reading. The present study has been aimed at finding out whether the three different types of glossing, i.e. glossing in Chinese, glossing in English, and glossing in both Chinese and English, have different effects on enhancing the incidental vocabulary acquisition rate through reading. From the data analysis of the present study, it has been found that in terms of enhancing the depth of vocabulary knowledge in incidental vocabulary learning through reading, glossing in both Chinese and English is the most effective glossing type, whether it be in the immediate retention testing section or the delayed retention testing section. In terms of enhancing the breadth of vocabulary knowledge, glossing in Chinese is the most effective one in the immediate retention of the breadth of word knowledge, and glossing in both Chinese and English is the most effective in the delayed retention of the breadth of word knowledge. On the basis of these findings, implications and suggestions for the arena of foreign language teaching and other related fields have been proposed.

scholarly journals English language learning through viewing television: An investigation of comprehension, incidental vocabulary acquisition, lexical coverage, attitudes, and captions

2021 ◽  
Author(s):  
◽  
Michael P.H. Rodgers
Keyword(s):  
Language Learning ◽  
Significant Relationship ◽  
Vocabulary Acquisition ◽  
Vocabulary Learning ◽  
Vocabulary Knowledge ◽  
First Episode ◽  
Medium Size ◽  
Incidental Vocabulary ◽  
Incidental Vocabulary Learning ◽  
Incidental Vocabulary Acquisition

<p>In the English as a Foreign Language (EFL) setting it may be a challenge to obtain the second language input necessary for language learning. A potential source of input may be episodes of television; however, little previous research has been done indicating whether episodes are a suitable source of aural input for EFL learning. Past research has concentrated on short videos of a type that learners might not choose to learn English from. The experimental design employed in this thesis expands upon earlier methodologies by employing full-length episodes of television intended for an English-speaking audience. The thesis is comprised of five studies investigating aspects of language learning through viewing television. The first study examines comprehension gains from the first to the tenth episode viewed, comprehension across 10 episodes viewed, and the effects of vocabulary knowledge on comprehension. The results showed significant comprehension gains from the first to the final episode viewed. Comprehension scores across the eight intervening episodes were all higher than the initial episode but scores were episode-dependent. The results also showed small to moderate correlations between vocabulary knowledge and comprehension for each of the 10 episodes. The second study investigated the effects of viewing over 7 hours of television on incidental vocabulary learning, and the effects of the frequency and range of occurrence of lower frequency words within the episodes on vocabulary learning. Two tests measuring knowledge of form-meaning connection at differing sensitivities were used to assess vocabulary knowledge. Results showed vocabulary gains of approximately six words on both tests. Frequency of occurrence was found to have a medium-size correlation with vocabulary gains. No significant relationship was found between range of occurrence and acquisition. The third study examined whether increased lexical coverage leads to increased comprehension of television and greater incidental vocabulary learning. Results showed that comprehension improved with increased lexical coverage for six of the 10 episodes. In these episodes, participants with approximately 94% lexical coverage were found to have higher comprehension scores than participants with less lexical coverage. Results showed no significant relationship between incidental vocabulary acquisition and lexical coverage. In the fourth study, two surveys examined language learners‟ attitudes towards learning English through viewing episodes of television. One survey followed each episode and examined learners‟ beliefs about: their enjoyment of the episode, the usefulness of studying English through viewing the episode, their level of learning from the episode, and their comprehension of the episode. For all items, mean responses were significantly higher following the final episode than following the first episode. On the survey that followed viewing all the episodes, participants had generally favorable attitudes towards language learning through viewing television. The fifth study investigated how the presence of captions affected the aspects of language learning examined in Studies 1 to 4. The most salient finding from this study was that the presence of captions improved comprehension for episodes early in the viewing process and for difficult episodes. Taken as a whole, this thesis shows the value of using episodes of television for language learning.</p>

Comparing the Effects of Listening Input and Reading Input on EFL Learners’ Incidental Vocabulary Acquisition

2018 ◽  
Vol 41 (2) ◽  
pp. 169-181
Author(s):  
Le Chang ◽  
Juncai Ma
Keyword(s):  
Information Transfer ◽  
Vocabulary Acquisition ◽  
Low Frequency ◽  
Transfer Task ◽  
Vocabulary Knowledge ◽  
Multiple Choice Questions ◽  
Reading Group ◽  
Incidental Vocabulary ◽  
Incidental Vocabulary Acquisition ◽  
Listening Group

AbstractThis study examined the effects of either listening or reading input on 88 first-year non-English-major Chinese university EFL students’ incidental acquisition in vocabulary form, meaning and production. The students were put into a Listening Group (n = 47) and a Reading Group (n = 41), each of which finished either two listening activities (each consisting of a dialogic text and an information transfer task) or two reading activities (each consisting of a reading text and five multiple-choice questions). The four texts all contained five low-frequency target words which a revised Vocabulary Knowledge Test had shown to be only slightly known by the participants before the activities. The results of the post-tests showed that the Reading Group had general acquisition advantage over the Listening Group in terms of all the three vocabulary aspects, and due to the fact of rich target word contexts and repeated access to the texts, the Listening Group manifested vocabulary meaning acquisition nearly equal to the Reading Group. Overall, the study shows the notably advantageous effects of reading input on incidental vocabulary acquisition, and concerning facilitating vocabulary acquisition through listening, it points out the importance of increasing opportunities for learners to process listening input with rich contextual clues through task repetition.

scholarly journals Extensive Reading and Incidental Vocabulary Acquisition: The Case of a Predominant Language Classroom Input

2019 ◽  
Vol 7 (2) ◽  
pp. 39 ◽  
Author(s):  
Abdullah Alsaif ◽  
Ahmed Masrai
Keyword(s):  
Vocabulary Acquisition ◽  
Vocabulary Knowledge ◽  
Receptive Vocabulary ◽  
Extensive Reading ◽  
Informal Activity ◽  
Incidental Vocabulary ◽  
Language Classroom ◽  
Before And After ◽  
Incidental Vocabulary Acquisition ◽  
Present Case Study

A considerable body of research has investigated the effectiveness of extensive reading on incidental vocabulary acquisition in second language (L2) learners. However, we still know very little about the relationship between extensive reading and vocabulary development among Saudi learners of English as a foreign language (EFL) where language classroom is the predominant source of learning, if not the only one. In the present case study, a single participant was instructed to read extensively for eight weeks as an informal activity outside the classroom. The participant’s written receptive vocabulary knowledge was measured before and after the treatment. Results indicated that extensive reading contributed largely to the participant’s vocabulary gain, suggesting that a vocabulary uptake of about eight words from extensive reading intervention has occurred compared to about two words per contact hour from language classroom input where reading texts are short and scattered throught the textbook. Finding is interpreted in order to provide some pedagogical recommendations.

scholarly journals A Review on Studies into Incidental Vocabulary Acquisition through Different Input

2020 ◽  
Vol 13 (6) ◽  
pp. 89
Author(s):  
Zhongqing Tang
Keyword(s):  
Language Acquisition ◽  
Prior Knowledge ◽  
Language Learners ◽  
Vocabulary Acquisition ◽  
Language Teachers ◽  
Word Knowledge ◽  
Knowledge Framework ◽  
Incidental Vocabulary ◽  
Incidental Vocabulary Acquisition ◽  
Reading Activities

Vocabulary acquisition, after being neglected for centuries, aroused people&rsquo;s attention from the second half of last century. At that time, people began to realize, instead of grammar, vocabulary occupies the central role in language acquisition (Gass &amp; Selinker, 1994). Compared with intentional vocabulary acquisition, incidental vocabulary acquisition was found to be the major way for people to acquire vocabularies. Early studies into incidental vocabulary acquisition focused on incidental vocabulary acquisition through reading activities. Later on, people found that listening activities was another good way to enhance incidental vocabulary acquisition. Nowadays, task mode of incidental vocabulary acquisition has become more pluralistic than before. This article is to review studies into incidental vocabulary acquisition through different input and point out the limitations of previous studies. The first limitation of previous studies is that word knowledge framework was undefined in previous studies and the second limitation is that prior knowledge, an factor which needs to be controlled, was neglected by some scholars. This review will hopefully provide some suggestions for both language teachers and language learners.

scholarly journals The Effects of Field Independent/Field Dependent Cognitive Styles on Incidental Vocabulary Acquisition under Reading Task

2018 ◽  
Vol 8 (7) ◽  
pp. 813 ◽  
Author(s):  
Haiying Wu
Keyword(s):  
Cognitive Style ◽  
Vocabulary Acquisition ◽  
Vocabulary Knowledge ◽  
Reading Task ◽  
Vocabulary Building ◽  
Independent Field ◽  
Field Independent ◽  
Incidental Vocabulary ◽  
Field Dependent ◽  
Incidental Vocabulary Acquisition

The present study undertook an empirical study to investigate the effects of field independent/field dependent (FI/FD) cognitive style on incidental vocabulary acquisition from the perspective of reading task. The results show that the participants in both groups acquired the vocabulary knowledge incidentally, whether tasks were arranged or not. Besides, their FI/FD cognitive style had a significantly positive correlation with their outcomes of IVA. Moreover, when fulfilling the same tasks, the participants with FI cognitive style preference acquired relatively more vocabulary knowledge than that acquired by FD participants. The study offers some suggestions for learners in second language vocabulary building. Meanwhile, as for the pedagogical implications, language educators and teachers are informed that different cognitive style preferences must be highly considered for effective vocabulary teaching.

Sign in / Sign up

Export Citation Format

Share Document