This study investigates outcomes of deliberate learning on vocabulary acquisition in a second language (L2). Acquisition of 48 pseudowords was measured using the lexical decision task with visually presented stimuli. The experiments drew on form priming, masked repetition priming, and automatic semantic priming procedures. Data analyses revealed a prime lexicality effect (Experiment 1), repetition priming effect (Experiment 2), and semantic priming effect (Experiment 3) for the deliberately learned pseudowords. The outcomes of deliberate learning were further examined using a coefficient of variability (CV RT ) calculated for the participants' response latencies in Experiments 2 and 3. The results showed that the learned pseudowords were processed with a higher degree of automaticity than nonwords and low-frequency L2 words. Taken together, the findings provide evidence that deliberate learning triggered the acquisition of representational and functional aspects of vocabulary knowledge.In applied linguistics, learning in the behaviorist tradition of paired-associate learning involving repeated retrieval of the form and meaning of a word (such as learning from word cards) fell out of favor in the 1980s, when it was replaced by the communicative language teaching approaches that underscore the importance of meaningful contexts (Dupuy & Krashen, 1993;Elley, 1991) and learning through meaning-focused instruction (DeKeyser, 1998). One of the best known advocacies of learning from context put forward by Stephen Krashen goes as far as to claim that deliberate learning is not useful because it does not affect the acquisition of linguistic knowledge. Krashen (1989) argued that linguistic knowledge is acquired only when the learner's attention is focused on the message (not form)-for example, when reading or listening for I would like to thank Marc Brysbaert and two anonymous reviewers for their constructive comments and suggestions.

This study investigates acquisition of second language (L2) vocabulary from reading a connected authentic text. Advanced and upper‐intermediate L2 (English) participants read a long expository text for general understanding, with embedded critical vocabulary items (pseudowords). Explicit knowledge of the critical items was examined using a meaning generation task, while their tacit knowledge was probed using form and semantic priming in lexical decision tasks. Results revealed a complex landscape of contextual L2 word learning in which individual differences (age, L2 lexical proficiency, first language, gender, learning strategies, levels of enjoyment) and lexical and text characteristics (concreteness, frequency, distribution, and saliency of use) individually and together affect L2 lexical development from reading. Implications of these results for contextual L2 word learning are discussed.

This study reports on students' and lecturers' perceptions of using wikis as a platform for conducting assessed group projects in two postgraduate Master's level university courses. The results highlight the fact that student attitudes to group work, in general, are mixed, and that the use of wikis per se is not enough to improve these attitudes. On the positive side, students found wikis useful for arranging information and sharing knowledge, while instructors thought wikis made managing and marking group work easier and more effective. Other issues related to using wikis as a collaborative learning tool in higher education are also considered.

Reading affords opportunities for L2 vocabulary acquisition. Empirical research into the pace and trajectory of this acquisition has both theoretical and applied value. Charting the development of different aspects of word knowledge can verify and inform theoretical frameworks of word learning and reading comprehension. It can also inform practical decisions about using L2 readings in academic study. Monitoring readers' eye movements provides real-time data on word learning, under the conditions that closely approximate adult L2 vocabulary acquisition from reading. In this study, Dutch-speaking university students read an English expository text, while their eye movements were recorded. Of interest were patterns of change in the eye movements on the target low-frequency words that occurred multiple times in the text, and whether differences in the processing of target and

This study examines the development and evaluation of a bilingual Vocabulary Size Test (VST, Nation, 2006). A bilingual (English–Russian) test was developed and administered to 121 intermediate proficiency EFL learners (native speakers of Russian), alongside the original monolingual (English-only) version of the test. A comparison of the bilingual and monolingual test scores showed that participants achieved significantly higher scores on the bilingual version of the test. Accuracy of responses to individual test items was reliably higher when the meanings of test items were presented in the L1 (Russian) and when these items were cognates. The findings also revealed that the bilingual version is likely to be a more sensitive measure of written receptive vocabulary knowledge. Finally, analyses showed that the effect of using L1 for multiple-choice options is likely to be larger for low-proficiency learners and that the difference in response accuracy to cognates and non-cognates decreases as item frequency increases. The paper concludes with recommendations on developing and using bilingual vocabulary size tests.