scholarly journals Effect of Task-induced Online Learning Behavior on Incidental Vocabulary Acquisition by Chinese Learners—Revisiting Involvement Load Hypothesis

2014 ◽  
Vol 4 (7) ◽  
Author(s):  
Jiehui Li
Keyword(s):  
Online Learning ◽  
Vocabulary Acquisition ◽  
Learning Behavior ◽  
Chinese Learners ◽  
Incidental Vocabulary ◽  
Incidental Vocabulary Acquisition ◽  
Involvement Load ◽  
Involvement Load Hypothesis

scholarly journals A Verification of Involvement Load Hypothesis on Chinese Adult English Learners

2018 ◽  
Vol 8 (5) ◽  
pp. 125
Author(s):  
Shuyun Huang
Keyword(s):  
Cognitive Processing ◽  
English Learners ◽  
Vocabulary Acquisition ◽  
Vocabulary Test ◽  
Chinese Adult ◽  
Incidental Vocabulary ◽  
Adult English Learners ◽  
Incidental Vocabulary Acquisition ◽  
Involvement Load ◽  
Involvement Load Hypothesis

The present research designed six tasks with various distributions of involvement components: need, search and evaluation to verify the predictability of Involvement Load Hypothesis on Chinese adult English learners. The results showed that the vocabulary exercises did facilitate the incidental vocabulary acquisition, but the exercise with higher involvement load did not necessarily benefit the students more than the exercise with lower involvement. Three components of involvement did not reveal the same effect on incidental vocabulary acquisition. And the superiority of exercise with higher involvement load existing in the immediate vocabulary test did not survive in the delayed vocabulary test. In the delayed vocabulary test there were not any statistically significant differences among six groups. The further analysis reported besides the cognitive processing aroused by the tasks, other critical factors also worked on the incidental vocabulary acquisition: inference skill and repetition of occurrence.

A Study on the Effects of Chinese EFL Learners’ English Proficiency and Involvement Load on Incidental Vocabulary Acquisition

2021 ◽  
Vol 11 (4) ◽  
pp. 76
Author(s):  
Yao Fan
Keyword(s):  
Vocabulary Acquisition ◽  
English Proficiency ◽  
Interactive Effect ◽  
Efl Learners ◽  
Incidental Vocabulary ◽  
Main Effect ◽  
Two Factors ◽  
Incidental Vocabulary Acquisition ◽  
Involvement Load ◽  
Target Words

The effects of EFL learners’ English proficiency and involvement load induced by tasks on incidental vocabulary acquisition are observed in this study. 163 students of non-English majors in a local university of China were divided into two groups of different English proficiency according to their scores of College English Test Band 4 (CET-4). The students in each group were randomly assigned one of three tasks (reading-for-comprehension, blank-filling, and writing) involving 10 target words. Fifteen minutes after they finished the task, they were required to take an immediate vocabulary test about the target words. Two weeks later, they were asked to take the same kind of vocabulary test to examine their delayed memory of the target words. All of the students did not know about the vocabulary tests beforehand. The results show that: in the process of immediate incidental vocabulary acquisition, both learners’ English proficiency and involvement load have a main effect on immediate memory, but the interactive effect of these two factors on incidental vocabulary acquisition is not significant; in the vocabulary retention test, learners’ English proficiency does not have a significant main effect on delayed memory, but the main effect of involvement load is still significant; at the same time, the interactive effect of these two factors is still not significant.

The Effects of Inference-Training and Text Repetition on Chinese Learners’ Incidental Vocabulary Acquisition While Listening

2016 ◽  
Vol 39 (2) ◽  
Author(s):  
Rod Ellis ◽  
Chang Le
Keyword(s):  
Information Transfer ◽  
Listening Comprehension ◽  
Vocabulary Acquisition ◽  
Training Support ◽  
Chinese University ◽  
Chinese Learners ◽  
Incidental Vocabulary ◽  
Incidental Vocabulary Acquisition ◽  
Transfer Tasks ◽  
Positive Effect

AbstractThis article reports a study of the effects of inference training and text repetition on Chinese university students’ performance of two listening information-transfer tasks that provided built-in measures of their comprehension and opportunities for the acquisition of ten unknown target words embedded in the listening texts. One group just listened to the text once, a second group three times, while the third listened three times and received inference-training support. The results showed that text repetition had a positive effect on both comprehension and vocabulary acquisition. However, the inference-training had no additional effect. The study lends support to the findings of previous studies which have shown that repeated opportunities to process oral input have a positive effect on listening comprehension and extends these studies by showing that it also facilitates incidental vocabulary acquisition.

The effect of morphological form variation on adult first language incidental vocabulary acquisition through reading

2019 ◽  
Vol 18 (1) ◽  
pp. 36-51 ◽  
Author(s):  
Barry Lee Reynolds
Keyword(s):  
Vocabulary Acquisition ◽  
First Language ◽  
Low Frequency ◽  
Extensive Reading ◽  
Morphological Form ◽  
Content Type ◽  
English Novel ◽  
Incidental Vocabulary ◽  
Incidental Vocabulary Acquisition ◽  
Drawing Tasks

PurposeThis study aims to investigate the effects of word internal morphological form variation on adult first language (L1) (n= 20) incidental vocabulary acquisition through reading.Design/methodology/approachParticipants were given a 37,611-token English novel containing pseudo words, placed throughout the text by the novelist. Two unexpected vocabulary assessments were administered at the completion of the reading task.FindingsResults showed statistically significant effects for morphological form variation, with the readers having incidentally acquired more words whose tokens did not vary in form (i.e. no exposure to inflectional or derivational variants). However, a large effect size was present only for low-frequency words (two-four exposures).Originality/valueDiscussion of the results is given regarding the feasibility of enhancing adult L1 college readers’ morphological awareness through extensive reading and attention-drawing tasks.

scholarly journals Impact of Informative Context’s Meaning Consistency During Incidental Vocabulary Acquisition

2020 ◽  
Vol 55 (4) ◽  
pp. 679-697
Author(s):  
Randy Lowell ◽  
Kaitlyn Wade Pender ◽  
Katherine S. Binder
Keyword(s):  
Vocabulary Acquisition ◽  
Incidental Vocabulary ◽  
Incidental Vocabulary Acquisition

scholarly journals Effect of Computer Multimedia Assisted Word Annotation on Incidental Vocabulary Acquisition of English Reading

2019 ◽  
Vol 14 (13) ◽  
pp. 21
Author(s):  
Mengqing Han ◽  
Shanshan Niu
Keyword(s):  
Empirical Research ◽  
Vocabulary Acquisition ◽  
Experimental Result ◽  
Computer Assisted ◽  
Positive Role ◽  
Multimedia Annotation ◽  
English Reading ◽  
Incidental Vocabulary ◽  
Incidental Vocabulary Acquisition ◽  
Research Experiment

This paper aims at researching the effect of computer multimedia assisted word annotation on incidental vocabulary acquisition of English reading of Chinese students. An empirical research experiment is designed based on the ideas of word annotation, incidental vocabulary acquisition, multimedia annotation, and so on. Through analyzing, three main problems are put forward in this paper. In the empirical experiment, two variables of different annotation modes and subjects’ English levels are designed and immediate test and delayed test are adopted. By selecting suitable test subjects, test materials and test tool, an empirical research has been conducted and the corresponding conclusions have been drawn. The re-search takes the effect of individual English level differences on incidental vocabulary acquisition of English reading and the experimental result play a positive role in the selection of suitable computer assisted annotation modes for students of different English levels.

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