scholarly journals The Relationship between Incidental Vocabulary Learning and Multiple Intelligences of Iranian EFL Learners

2014 ◽  
Vol 4 (1) ◽  
Author(s):  
Ali Akbar Khomeijani Farahani ◽  
Elnaz Latifi Kalkhoran
Keyword(s):  
Multiple Intelligences ◽  
Vocabulary Learning ◽  
Efl Learners ◽  
Incidental Vocabulary ◽  
Incidental Vocabulary Learning ◽  
The Relationship

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.

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.

scholarly journals The Role of Persian Elaboration on Incidental Vocabulary Learning from Reading by EFL Learners

2018 ◽  
Vol 8 (1) ◽  
pp. 28
Author(s):  
Shahin Vaezi ◽  
Aso Biri ◽  
Farhang Moradi
Keyword(s):  
Learning Experience ◽  
Vocabulary Learning ◽  
Control Group ◽  
Efl Learners ◽  
Positive Attitudes ◽  
Incidental Vocabulary ◽  
Post Test ◽  
Incidental Vocabulary Learning ◽  
Experimental Group

This study attempted to tap into the potential of reading for incidental vocabulary learning by exposing EFL learnersto elaborated texts. This study was also concerned with investigating learners’ attitudes toward using elaboratedpassages in their reading classes. To this end, 38 students were selected as the participants of this research anddivided into two groups. Students attending the experimental group (N=20) read Persian elaborated texts in whichthe Persian meanings of the specified target words were provided in apposition to them. On the other hand, studentsof the control group (N=18) were required to read the non-elaborated version of the aforementioned texts. Generally,the results of the post-test pointed to the effectiveness of this approach in incidental vocabulary learning, and theparticipants of the experimental group were found to gain a significant vocabulary improvement in comparison to thecontrol group. Furthermore, the interview suggested that students held positive attitudes to reading elaborated textsand regarded them as effective in their vocabulary learning experience. The findings of this study have implicationsfor material developers who need to reconsider the role of modified materials.

scholarly journals The Effect of Using Authentic Texts on Iranian EFL Learners' Incidental Vocabulary Learning: The Case of English Newspaper

2019 ◽  
Vol 2 (5) ◽  
pp. 422-432
Author(s):  
Goodarz Shakibaei ◽  
Fatemeh Shahamat ◽  
Ehsan Namaziandost
Keyword(s):  
Vocabulary Learning ◽  
T Test ◽  
Control Group ◽  
Authentic Texts ◽  
Efl Learners ◽  
Incidental Vocabulary ◽  
Post Test ◽  
Incidental Vocabulary Learning ◽  
And Control ◽  
Experimental Group

This study intended to investigate the effect of using authentic texts on Iranian EFL learners' incidental vocabulary learning. To this end, a population of 52 Iranian female EFL learners aged 15 to 17 was selected. They were two intact classes; experimental group (25 students) and control group (27 students). Both groups received a pretest at the first session. Regarding the treatment, the authentic reading texts selected from World News for students of English, Level1 was taught to the experimental group while the texts selected from book 1 was taught to the control group. After a month post-test were run among all of the participants in both control and experimental groups to find out the possible effects of the treatment on the participants' vocabulary improvement. The analysis of data paired samples t-test and independent samples t-test showed that there was a significant difference between the post-tests of experimental and control groups. The experimental group outperformed the control group on the post-test.

Glossing and incidental vocabulary learning in L2 reading: a cognitive load perspective

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Burcu Ünal
Keyword(s):  
Cognitive Load ◽  
Vocabulary Learning ◽  
High Capacity ◽  
Subjective Rating ◽  
L2 Reading ◽  
New Words ◽  
Incidental Vocabulary ◽  
Post Test ◽  
Incidental Vocabulary Learning ◽  
The Relationship

Abstract Considering the relationship between reading and incidental vocabulary learning, in this study the effects of electronic glosses as well as working memory (WM) capacity on readers’ intake of new words were investigated. One hundred twenty users of English read an electronic text annotated with either lexical or topic-level glosses placed in either a pop-up window or a separate window. Upon reading, they took immediate and delayed form recognition and meaning recall tests as well as a subjective rating of cognitive load (CL). The results showed that lexical annotations led to a better performance on the unannounced immediate meaning recall test. In the pop-up window condition, high capacity readers were able to supply more definitions for the target words than low capacity readers on the delayed post-test. While no effects of WM, gloss type, or gloss location emerged for the reported CL, pop-up window annotations were the most frequently accessed ones.

Untangling Multimedia Effects on EFL Incidental Vocabulary Learning via Playing an Online Hidden-Object Game

2016 ◽  
Vol 6 (1) ◽  
pp. 24-39 ◽  
Author(s):  
Emad A. Alghamdi
Keyword(s):  
Empirical Study ◽  
Recognition Test ◽  
Retention Rate ◽  
Vocabulary Learning ◽  
The Other ◽  
Vocabulary Retention ◽  
Efl Learners ◽  
Incidental Vocabulary ◽  
Incidental Vocabulary Learning ◽  
Better Than

The present empirical study examined the efficacy of coupling L1 or L2 definitions with pictorial glosses on incidental vocabulary learning when L2 learners exclusively play a purposely designed hidden-object game. Elementary EFL learners (n= 162) took a vocabulary pretest and a picture recognition test (PRT) and a word recognition test (WRT) immediately after playing the game, and again two weeks later. ANOVA analyses were conducted to measure vocabulary acquisition and retention. The findings revealed that the L1 text + picture gloss group did significantly better than the other two groups in the immediate acquisition of vocabulary. Concerning vocabulary retention, the two vocabulary measurements yielded different outcomes. In PRT, the L1 text + picture gloss group kept the highest retention rate, whereas in WRT, the L2 text + picture group did better than the other groups. This study suggests that assessment methods may yield different outcomes in multimedia vocabulary learning studies.

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