The effects of synonym generation and oral output on incidental and intentional vocabulary learning

2012 ◽  
Vol 164 ◽  
pp. 1-21 ◽  
Author(s):  
Ehsan Rassaei
Keyword(s):  
Incidental Learning ◽  
Vocabulary Learning ◽  
Memory Capacity ◽  
Intentional Learning ◽  
Negative Effects ◽  
Efl Learners ◽  
L2 Word Learning ◽  
L2 Vocabulary ◽  
Semantic Properties ◽  
Target Words

Abstract Recent research has shown that semantically oriented tasks may have unfavorable effects on the acquisition of L2 vocabulary. It is argued that paying attention to semantic properties of target words exhaust memory capacity to process both form and meaning. Hoping to throw further light on this issue, the current study, investigated and compared the effects of semantic elaboration via synonym generation and meaningful output production via elicited oral imitation task on the learning of L2 words in both incidental and intentional contexts by Persian EFL learners. One hundred and twenty two L2 learners of English who were homogenous in terms of the target words were randomly assigned to four experimental groups: (a) semantically elaborated intentional learning, (b) semantically elaborated incidental learning, (c) output intentional learning, and (d) output incidental learning. The results of analyses of variance revealed that 1.Subject benfited more fromoral output than from semantic elaboration in the acqusition of target words, 2. Semantically oriented tasks have some negative effects on the acquisition of target words, and 3. Intentional settings are more effective than incidental settings for L2 word learning.

scholarly journals Explicit Teaching and Incidental Learning of Vocabulary: Where Is the Pendulum Swinging to?

2019 ◽  
Vol 9 (6) ◽  
pp. 445
Author(s):  
Faisal Al-Homoud
Keyword(s):  
Saudi Arabia ◽  
Incidental Learning ◽  
Vocabulary Learning ◽  
Vocabulary Knowledge ◽  
General Tendency ◽  
Explicit Teaching ◽  
Incidental Exposure ◽  
Knowledge Form ◽  
L2 Vocabulary ◽  
Target Words

The research at hand compared two conditions of L2 vocabulary exposures, i.e. incidental exposure and a mixture of incidental and explicit exposures to words. Forty-five female participants, majoring in English at Al-Imam Mohammad Ibn-Saud Islamic University, Saudi Arabia participated in this research. They were divided into two groups: Reading Only (RO) and Reading Extra (RE). In the RO group, the target words were exposed only through a reading passage that they read twice, while the same target words for the RE group were inserted in the same reading passage, then explained directly by the teacher. Three levels of vocabulary knowledge (form recall, meaning recall, and meaning recognition) were assessed. The results showed that both conditions cater for vocabulary learning, however the RE group had significantly outperformed their RO counterparts. Moreover, the results showed that vocabulary learning in this study followed the general tendency starting from a receptive level to a productive level.

scholarly journals Investigating The Effect Of Textualization On Learning Vocabularies Among Iranian EFL Learners

2018 ◽  
Vol 1 (6) ◽  
pp. 51-62
Author(s):  
Nazal Allahmoradi
Keyword(s):  
Second Language ◽  
Incidental Learning ◽  
Vocabulary Learning ◽  
First Language ◽  
Explicit Learning ◽  
Efl Learners ◽  
Incidental Vocabulary ◽  
L2 Learners ◽  
L2 Learning ◽  
L2 Vocabulary

Both first language (L1) learners and second language (L2) learners may incidentally gain knowledge of meaning through reading. While researchers tend to agree that incidental learning is responsible for the vast majority of L1 vocabulary learning, there is some suggestion that explicit learning of vocabulary may be responsible for most L2 vocabulary learning However, researchers agree that incidental vocabulary learning should be encouraged and incorporated into L2 learning. - There is no relationship between textualization and learning vocabulary among Iranian EFL learners.

Is L2 vocabulary learned better via context or via translation?

2018 ◽  
Vol 2 (1) ◽  
pp. 39-60
Author(s):  
Michael John Alroe ◽  
Heyo Reinders ◽  
Punchalee Wasanasomsithi
Keyword(s):  
Incidental Learning ◽  
Intentional Learning ◽  
Time On Task ◽  
Translation Group ◽  
Gap Filling ◽  
Freshmen Students ◽  
Context Group ◽  
Comprehensible Input ◽  
Post Test ◽  
L2 Vocabulary

Various studies have shown intentional learning of L2 vocabulary to be more efficient than incidental learning from exposure to comprehensible input. Some have argued that such learning may be further enhanced by recourse to L1 translation, particularly for weaker learners. The present study aims to determine if intentional learning of new vocabulary through L1 does indeed confer an advantage over intentional learning from an L2 context. To this end, 403 Thai freshmen students were pre-tested on thirty vocabulary items set for study on their English course. They were then randomly allocated to either a translation or context group to learn those items. Time on task was controlled. A delayed post-test showed that while the translation group was better at matching the thirty English words with Thai translations, albeit marginally so, there was no benefit conferred on the translation group when it came to using the words in a contextual gap-filling exercise. This finding held for both advanced and weaker learners.

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.

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 Can writing a new word detract from learning it? More negative effects of forced output during vocabulary learning

2006 ◽  
Vol 22 (4) ◽  
pp. 487-497 ◽  
Author(s):  
Joe Barcroft
Keyword(s):  
Second Language ◽  
Word Learning ◽  
Vocabulary Learning ◽  
The Other ◽  
Negative Effects ◽  
Processing Resources ◽  
English Speaking ◽  
Word Writing ◽  
Target Words

This study examined effects of word writing on second language vocabulary learning. In two experiments, English-speaking learners of Spanish attempted to learn 24 Spanish nouns while viewing word–picture pairs. The participants copied 12 target words and wrote nothing for the other 12 target words being studied. Productive vocabulary learning on immediate and delayed (2 days later) measures was higher in the no-writing condition. These findings suggest that this type of forced output without access to meaning can detract from word learning by exhausting processing resources needed to encode novel lexical forms.

scholarly journals The Effect of Multiplayer Video Games on Incidental and Intentional L2 Vocabulary Learning: The Case of Among Us

2021 ◽  
Vol 5 (12) ◽  
pp. 80
Author(s):  
José Ramón Calvo-Ferrer ◽  
Jose Belda-Medina
Keyword(s):  
Second Language ◽  
Video Games ◽  
Language Learning ◽  
Video Game ◽  
Vocabulary Learning ◽  
Lexical Development ◽  
Incidental Exposure ◽  
Unknown Words ◽  
L2 Vocabulary ◽  
Target Words

Vocabulary learning has been traditionally considered central to second language learning. It may take place either intentionally, by means of deliberate attempts to commit factual information to memory, or incidentally, as a consequence of other cognitive processes involving comprehension. Video games, which have been extensively employed in educational contexts to understand lexical development in foreign languages, foster both exposure to and the production of authentic and meaning-focused vocabulary. An empirical study was conducted to explore the effect of playing an online multiplayer social deduction game (i.e., a game in which players attempt to uncover each other’s hidden role) on incidental and intentional second language (L2) vocabulary learning. Secondary school pre-intermediate English as a Foreign Language (EFL) students (n = 54) took a vocabulary pre-test that identified eight unknown words likely to appear in the video game Among Us. Then, students were randomly assigned to different groups of players and to different learning conditions—within each group, half of the players were given a list of phrases containing such target words, which they were encouraged to meaningfully use in the game by means of written interaction. In doing so, students learnt some target words intentionally and provided contextualized incidental exposure to other players. They took a vocabulary test after two sessions of practice with the game to explore intentional and incidental L2 vocabulary learning gains. The pre- and post-tests suggested, among other results, that players using new L2 words in the game Among Us would retain more vocabulary than players only encountering them, that vocabulary intentionally input helped other users trigger incidental vocabulary learning, and that repetition had a positive effect on L2 vocabulary learning.

The effects of transliterations, thematic organization, and working memory on adult L2 vocabulary learning

2018 ◽  
Vol 1 (1) ◽  
pp. 141-165 ◽  
Author(s):  
Alison M. Tseng ◽  
Martin C. Doppelt ◽  
Natasha Tokowicz
Keyword(s):  
Working Memory ◽  
Vocabulary Learning ◽  
Working Memory Capacity ◽  
Native English Speakers ◽  
Memory Capacity ◽  
English Speakers ◽  
Arabic Translation ◽  
Lexical Representations ◽  
Translation Accuracy ◽  
L2 Vocabulary

Abstract We examine how L2 vocabulary learning is affected by the information provided to the learner during training, organization of the to-be-learned vocabulary, and working memory capacity of the learner. Native English speakers were taught Arabic vocabulary in seven sessions, during which they heard L1 (English)-L2 (Arabic) translation pairs. Training was manipulated between participants by crossing the presence vs. absence of a transliteration and thematic vs. random organization of vocabulary. Session, working memory capacity, transliteration condition, and organization condition interacted in English-Arabic translation accuracy. Participants with lower working memory capacity performed best in the transliteration-thematic organization condition, whereas participants with higher working memory performed best in the transliteration-random organization and no transliteration-thematic organization conditions. Translation RT and free recall were not related to working memory, and were best in the transliteration conditions. Results suggest that adult L2 vocabulary learning is aided by exploiting well-established spelling-sound connections to improve L2 lexical representations.

Contributions of declarative memory and prior knowledge to incidental L2 vocabulary learning

2021 ◽  
Vol 16 (1) ◽  
pp. 49-68
Author(s):  
Josiah Murphy ◽  
Ryan T. Miller ◽  
Phillip Hamrick
Keyword(s):  
Prior Knowledge ◽  
Incidental Learning ◽  
Declarative Memory ◽  
Vocabulary Learning ◽  
Matthew Effect ◽  
Vocabulary Knowledge ◽  
Vocabulary Retention ◽  
Memory Ability ◽  
The Matthew Effect ◽  
L2 Vocabulary

Abstract The bulk of second language (L2) vocabulary learning happens incidentally through reading (Rott, 2007; Webb, 2008), but individual differences, such as prior knowledge, modulate the efficacy of such incidental learning. One individual difference that is strongly predicted to play a role in L2 vocabulary is declarative memory ability; however, links between these two abilities have not been explored (Hamrick, Lum, & Ullman, 2018). This study considered declarative memory in conjunction with varying degrees of prior knowledge, since declarative memory may serve a compensatory function (Ullman & Pullman, 2015). L2 Spanish learners completed measures of prior Spanish vocabulary knowledge, declarative memory ability, and incidental L2 vocabulary learning. The results suggest that better declarative memory predicts better immediate learning in general and better vocabulary retention two days later, but only for those with more prior knowledge, consistent with the Matthew Effect previously reported in the literature (Stanovich, 1986).

scholarly journals L2 vocabulary learning motivation by Chinese EFL learners

2020 ◽  
Author(s):  
Xuan Wang
Keyword(s):  
Learning Strategies ◽  
Vocabulary Learning ◽  
Learning Motivation ◽  
Efl Learners ◽  
Self Regulated Learning ◽  
L2 Motivation ◽  
Regulated Learning ◽  
L2 Learning ◽  
L2 Vocabulary

L2 motivation has been proved by a plethora of studies to positively affect various domains of L2 learning, among which L2 vocabulary learning is relatively underexplored in the literature. This study, therefore, explores the characteristics of L2 vocabulary learning motivation by Chinese EFL learners and investigates how motivation relates to self-regulated learning strategies. The study employs a mixedmethod approach with 47 Chinese EFL learners. Two instruments, the motivation questionnaire and the learning strategies questionnaire were employed, and ten participants were interviewed with regard to self-regulated vocabulary learning. The results reveal the instrumentality (i.e. promotion and prevention) of Chinese EFL learners in vocabulary learning, which is related to their learning strategies and selfregulation.

Sign in / Sign up

Export Citation Format

Share Document