scholarly journals Effect of Word Exposure Frequency on Chinese Advanced EFL Learners’ Incidental Vocabulary Acquisition

2021 ◽  
Vol 12 (6) ◽  
pp. 948-954
Author(s):  
Yeqiu Zhu ◽  
Yuxin Huang
Keyword(s):  
Word Meaning ◽  
Threshold Value ◽  
Word Knowledge ◽  
Word Class ◽  
Word Form ◽  
Efl Learners ◽  
Exposure Frequency ◽  
English Novel ◽  
Form Recognition ◽  
Incidental Vocabulary

The present study explores the effect of word exposure frequency on Chinese advanced EFL learners’ incidental acquisition of three aspects of word knowledge (i.e., word form, word class and word meaning). The participants were 20 Chinese English postgraduates who read two chapters of an original English novel and took four vocabulary tests. The target words were 20 pseudo-words created to replace the words that naturally occurred from one to twenty times in the text. The results show that word exposure frequency has a significant effect on IVA through reading, exerting the strongest effect on word form recognition and the weakest on word meaning recall. The study also finds that seven is the threshold value for significant word gain growth and that local word frequency also influences learners’ IVA.

Assessing the Effects of Word Exposure Frequency on Incidental Vocabulary Acquisition from Reading and Listening

2017 ◽  
Vol 40 (1) ◽  
Author(s):  
Chen Xiaoning ◽  
Teng Feng
Keyword(s):  
Foreign Language ◽  
Word Processing ◽  
Teaching And Learning ◽  
Word Knowledge ◽  
New Words ◽  
Exposure Frequency ◽  
Form Recognition ◽  
Incidental Vocabulary ◽  
Partial Word ◽  
Efl Students

AbstractThis study investigated the effects of the frequency at which English as a foreign language (EFL) students were exposed to words from the input modes of reading and listening. Accordingly, 15 words of three frequency groups were selected. A total of 60 Chinese EFL students were recruited. The four test types of recall of form, recognition of form, recall of meaning, and recognition of meaning were administered to measure participants’ ability in building a form-meaning link. Immediate posttests were administered for assessing vocabulary development, and delayed posttests were administered two weeks later for assessing retention. The results revealed that new words could be learned incidentally in both modes, but more word knowledge was gained in reading. The effect of word exposure frequency on incidental vocabulary gains was significant for the four test types in both of the two modes. Since only partial word knowledge was acquired by both modes, it appeared that for the two modes to be a valuable source for incidental vocabulary learning, not only word exposure frequency, but also elaborate word processing is needed. Relevant implications for teaching and learning vocabulary are discussed.

scholarly journals A meta-analysis of infants' word-form recognition

2020 ◽  
Author(s):  
M. Julia Carbajal ◽  
Sharon Peperkamp ◽  
Sho Tsuji
Keyword(s):  
Early Recognition ◽  
Meta Analysis ◽  
Open Data ◽  
Data Access ◽  
Word Knowledge ◽  
Word Form ◽  
Language Background ◽  
Form Recognition ◽  
Unpublished Studies ◽  
Word Forms

Recognizing word forms is an important step on infants’ way towards mastering their native language. The present study takes a meta-analytic approach to assess overarching questions on the literature of early word-form recognition. Specifically, we investigated the extent to which there is cross-linguistic evidence for an early recognition lexicon, and how it may be influenced by infant age, language background, and familiarity of the selected stimuli (approximated by parent-reported word knowledge). Our meta-analysis - with open data access on metalab.stanford.edu - was based on 32 experiments in 16 different published or unpublished studies on infants 5-15 months of age. We found an overall significant effect of word-form familiarity on infants’ responses This effect increased with age and was higher for infants learning Romance languages than other languages. We further found that younger, but not older, infants showed higher effect sizes for more familiar word lists. These insights should help researchers plan future studies on word-form recognition.

scholarly journals ‘Incidental + Intentional’ vs ‘Intentional + Incidental’ Vocabulary Learning: Which is More Effective?

2020 ◽  
Vol 28 ◽  
pp. 81-96
Author(s):  
Ekaterina Sinyashina
Keyword(s):  
Vocabulary Learning ◽  
Statistical Evidence ◽  
Word Knowledge ◽  
Form Recognition ◽  
Learning Techniques ◽  
Incidental Vocabulary ◽  
Intentional Condition ◽  
Incidental Vocabulary Learning ◽  
Target Words ◽  
At Home

This study compares the effectiveness of two combinations of new vocabulary learning techniques: ‘incidental + intentional’ and ‘intentional + incidental’. For the incidental part, the participants viewed 3 hours of captioned authentic videos, whereas for the intentional one they were asked to do a set of tasks with the target vocabulary at home. Three aspects of the target words were tested: form recognition, meaning recall and written use in a sentence. The overall scores revealed better performance of the ‘incidental + intentional’ condition in the three tests. Nevertheless, a variety of scores in the sample for the three aspects of word knowledge and the lack of statistical evidence did not allow us to conclude with certainty which combination is more or less effective for new vocabulary learning.

Loanword proportion in vocabulary size tests

2018 ◽  
Vol 169 (1) ◽  
pp. 95-114 ◽  
Author(s):  
Batia Laufer ◽  
Tami Levitzky-Aviad
Keyword(s):  
Random Number ◽  
Word Meaning ◽  
Knowledge Score ◽  
Vocabulary Knowledge ◽  
Effect Sizes ◽  
Word Form ◽  
Vocabulary Size ◽  
Efl Learners ◽  
Test Items ◽  
Test Version

Abstract We investigated the effect of English-Hebrew loanwords on English vocabulary test scores when the number of loanwords in the test is random and when it is representative of their proportion in the vocabulary lists from which the test items were taken. 303 EFL learners, speakers of Hebrew as L1, at three L2 proficiency levels, received tests with no loanwords, with a representative number of loanwords and with a random number of loanwords in four modalities: word form recall, word meaning recall, word form recognition, word meaning recognition. Though different effects were found for different modalities and different language proficiencies, the score increases from the representative loanword test version to the random loanword version were low and the effect sizes of the differences were very low. We suggest that the inclusion of loanwords in vocabulary tests may not inflate the true vocabulary knowledge score.

Learning Vocabulary from Reading-only, Reading-while-listening, and Reading with Textual Input Enhancement: Insights from Vietnamese EFL Learners

RELC Journal ◽  
2020 ◽  
pp. 003368822091148 ◽  
Author(s):  
Duy Van Vu ◽  
Elke Peters
Keyword(s):  
Foreign Language ◽  
Vocabulary Knowledge ◽  
Word Knowledge ◽  
Structured Interviews ◽  
Experimental Conditions ◽  
Efl Learners ◽  
Input Enhancement ◽  
Form Recognition ◽  
Graded Readers

This article reports the results of two experiments which compared the effects of reading-only, reading-while-listening, and reading with textual input enhancement (i.e. underlining) on Vietnamese English as a foreign language (EFL) learners’ learning of three aspects of vocabulary knowledge: form recognition, form recall, and meaning recall. Sixty Vietnamese EFL learners (32 beginner and 28 intermediate learners) were assigned to one of three experimental conditions: reading-only, reading-while-listening, or reading with textual input enhancement. During four weeks, all learners read four graded readers in their condition groups. Tests of target words were administered three times: one week before the reading (pretests), immediately after the reading (immediate posttests), and one week after the reading (delayed posttests). To gain more insights into the learners’ perspectives, follow-up semi-structured interviews were conducted. The results showed that the three reading modes resulted in word learning gains for the three word knowledge aspects tested. However, reading with textual input enhancement resulted in significantly more vocabulary learning than reading-only, while the reading-while-listening and reading-only groups did not differ significantly. In addition, form recognition had the largest gains while form recall the smallest.

Examining incidental vocabulary acquisition from captioned video

2018 ◽  
Vol 169 (1) ◽  
pp. 169-190 ◽  
Author(s):  
Nurul Aini Mohd Jelani ◽  
Frank Boers
Keyword(s):  
Word Recognition ◽  
Word Meaning ◽  
The Other ◽  
Efl Learners ◽  
Input Modality ◽  
Incidental Vocabulary ◽  
Written Word ◽  
Printed Word ◽  
Visual Materials ◽  
Ted Talks

Abstract Previous comparisons of vocabulary uptake from captioned and uncaptioned audio-visual materials have almost consistently furnished evidence in favour of captioned materials. However, it is possible that many such comparative studies gave an advantage to the captioned input conditions by virtue of their use of written word prompts in the tests. The present study therefore examines whether aurally presented test prompts yield equally compelling evidence for the superiority of captioned over uncaptioned video. Intermediate EFL learners watched a ten-minute TED Talks video either with or without captions and were subsequently given a word recognition and a word meaning test, with half of the test prompts presented in print and the other half presented aurally. While the results of the word recognition test were inconclusive, the word meaning test yielded significantly better scores by the group that watched the captioned video. However, this was due entirely to their superior scores on the printed word prompts, not the aural ones. This suggests that evaluations of the benefits of captions for vocabulary acquisitions should take input-modality – test-modality congruency into account.

Mobile-assisted vocabulary learning: Investigating receptive and productive vocabulary knowledge of Chinese EFL learners

ReCALL ◽  
2021 ◽  
pp. 1-15
Author(s):  
Yan Li ◽  
Christoph A. Hafner
Keyword(s):  
Undergraduate Students ◽  
Vocabulary Learning ◽  
Vocabulary Knowledge ◽  
Mobile Technologies ◽  
Word Knowledge ◽  
Mobile Platforms ◽  
Efl Learners ◽  
Learning Group ◽  
Chinese University ◽  
L2 Vocabulary

Abstract Considerable research has been conducted on the advancement of mobile technologies to facilitate vocabulary learning and acquisition in a second language (L2). However, whether mobile platforms lead to a comprehensive mastery of both receptive and productive vocabulary knowledge has seldom been addressed in previous literature. This study investigated English vocabulary learning from engagement with mobile-based word cards and paper word cards in the context of the Chinese university classroom. A total of 85 undergraduate students were recruited to take part in the study. The students were divided into two groups, a mobile learning group and a paper-based learning group, and tested on two word knowledge components: receptive knowledge of the form–meaning connection and productive knowledge of collocations. Both the digital and non-digital word cards enhanced L2 vocabulary learning, and the results showed that the mobile application (app) promoted greater gains than physical word cards.

The effects of emotional context and exposure frequency on L2 contextual word learning

2021 ◽  
pp. 136700692110165
Author(s):  
Sijia Hao ◽  
Lijuan Liang ◽  
Jue Wang ◽  
Huanhuan Liu ◽  
Baoguo Chen
Keyword(s):  
Recognition Test ◽  
Word Learning ◽  
Learning Process ◽  
Recall Test ◽  
Emotional Valence ◽  
Emotional Information ◽  
Neutral Context ◽  
Emotional Context ◽  
Exposure Frequency ◽  
Form Recognition

Objectives: An experiment was conducted to explore how emotional valence of contexts and exposure frequency of novel words affect second language (L2) contextual word learning. Methodology: Chinese native speakers who learned English in a formal classroom setting were asked to read English paragraphs with different emotional valence (positive, negative or neutral) across five different days. These paragraphs were embedded with pseudowords. During this learning process, form recognition test and meaning recall test were carried out for these pseudowords. Data and analysis: Data were analyzed using mixed-model ANOVA. Accuracy for each task was compared among the three kinds of emotional contexts. Findings/Conclusions: In the form recognition test, the accuracy in the negative context was higher than in the positive and neutral contexts, and the pseudowords were acquired much earlier. In the meaning recall test, the accuracy in the positive and negative contexts was higher than that in the neutral context. Accuracy increased gradually with the increase of exposure frequency of the pseudowords. More importantly, we found that less exposure times were needed for emotional context relative to neutral context in contextual word learning. Originality: This may be the first study to explore the influence of emotional valence and exposure frequency on L2 contextual word learning. Significance/Implications: This study underlined the importance of emotional information in L2 contextual word learning and contributed to the understanding of how emotional information and exposure frequency functions in this learning process.

Receptor architecture of visual areas in the face and word-form recognition region of the posterior fusiform gyrus

2013 ◽  
Vol 220 (1) ◽  
pp. 205-219 ◽  
Author(s):  
Julian Caspers ◽  
Nicola Palomero-Gallagher ◽  
Svenja Caspers ◽  
Axel Schleicher ◽  
Katrin Amunts ◽  
...  
Keyword(s):  
Fusiform Gyrus ◽  
Word Form ◽  
Form Recognition ◽  
Visual Areas ◽  
The Face

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.

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