Incidental vocabulary learning in a Japanese university L2‐English language classroom over a semester

TESOL Journal ◽  
2021 ◽  
Vol 12 (4) ◽  
Author(s):  
Dale Brown
Keyword(s):  
English Language ◽  
Vocabulary Learning ◽  
Japanese University ◽  
Incidental Vocabulary ◽  
Language Classroom ◽  
Incidental Vocabulary Learning

scholarly journals The Effect of Text-Generation on Incidental Vocabulary Learning in Iranian Efl Learners

2010 ◽  
Vol 2 ◽  
pp. 99-106
Author(s):  
Mojgan Yarahmadi
Keyword(s):  
Null Hypothesis ◽  
English Language ◽  
Vocabulary Learning ◽  
Multiple Choice ◽  
Control Group ◽  
Text Generation ◽  
Efl Learners ◽  
Significant Difference ◽  
Incidental Vocabulary ◽  
Incidental Vocabulary Learning

The present study was undertaken to demonstrate the effect of text-generation on incidental vocabulary learning in Iranian EFL learners. To test the null hypothesis (i.e. there is no significant difference between the vocabulary average performance of the group undergone text-generation processing and the group undergone traditional vocabulary learning processes), two intact classes containing 70 sophomore female and male students of English Translation at Arak State University, Iran participated. A Nelson test of English Language Proficiency (test 250 A) was conducted at the beginning of the study to make sure that the two intact classes did belong to the same population. A multiple choice pre-test was administered at this stage to ensure the insignificant difference between the two groups. The students in the control group were advised to read the texts, whereas the subjects in the experimental group were supposed to use text-generation (reordering the texts) technique while reading the texts. It is worth mentioning that, both groups were provided with the texts in which target vocabulary items were highlighted. At the end of twelve-week period of treatment a multiple choice post-test of vocabulary(the same as pre-test)was administered in both experimental and control groups to compare the subjects' vocabulary achievement. Adopting a quasi-experimental design, the null hypothesis was rejected at 0.05 and (even at 0.01) level of significance for 68 degrees of freedom. Key words: text-generation, incidental vocabulary learning, EFL

Incidental vocabulary learning through viewing television

2019 ◽  
Vol 171 (2) ◽  
pp. 191-220 ◽  
Author(s):  
Michael P. H. Rodgers ◽  
Stuart Webb
Keyword(s):  
Incidental Learning ◽  
Vocabulary Learning ◽  
Vocabulary Knowledge ◽  
Test Design ◽  
Television Programs ◽  
Japanese University ◽  
Word Families ◽  
Incidental Vocabulary ◽  
Post Test ◽  
Incidental Vocabulary Learning

Abstract Previous research investigating L2 incidental vocabulary learning from video has primarily focused on short videos from genres that may be conducive to vocabulary learning. The research provides evidence that L2 incidental vocabulary learning can occur through video. However, it is uncertain whether viewing episodes of full-length television programs can contribute to incidental learning. This study investigated the effects of viewing 7+ hours of television on incidental vocabulary learning as well as the effects of the frequency and range. One-hundred and eighty-seven Japanese university students viewed ten 42-minute episodes of an American drama. Two vocabulary tests at differing sensitivities were used in a pre- and post-test design measuring receptive knowledge of the form-meaning connection of 60 word-families. The results indicated that (a) viewing television contributed to significant gains in vocabulary knowledge and (b) there was a positive relationship between frequency of occurrence and vocabulary learning. Pedagogical implications are discussed in detail.

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.

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