Second Language Vocabulary Gains from Listening Versus Reading Comprehension Input: A Comparative Study

Mohsen, Mohammed Ali; Almudawis, Sarah

doi:10.1007/s10936-020-09690-y

Cited by 4 publications

(4 citation statements)

References 25 publications

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“…However, it seems that this number of exposures may have been insufficient for acquiring substantial word knowledge through listening. Therefore, in line with previous studies (e.g., Brown, 2008, Chen &Teng, 2017, Hatami, 2017, Mohsen & Almudawis, 2020, Vidal, 2011, van Zeeland & Schmitt, 2013, we can conclude that L2 listeners might need a higher number of exposures than L2 readers for successful incidental vocabulary learning. In fact, listeners do not seem to take advantage of repeated exposures as much as readers do unless they can segment speech properly and consequently identify the TW (Vidal, 2011).…”

Section: The Effect Of Exposure Frequency On Incidental Vocabulary Le...supporting

confidence: 91%

“…The results showed that when exposure frequency is identical in reading and listening, reading contributes to a greater amount of L2 incidental vocabulary learning in different dimensions of word knowledge compared to listening. The notably advantageous effect of reading over listening on vocabulary learning corroborates findings from previous research (e.g., Brown et al, 2008;Chen & Teng, 2017;Hatami, 2017;Mohsen & Almudawis, 2020;Vidal, 2011). This could be largely due to the nature of written language which provides readers with repeated access to unknown words on the page.…”

Section: The Effects Of Reading and Listening On Incidental Vocabular...supporting

confidence: 87%

“…The Effects of Reading and … (i.e., Brown et al, 2008;Chen & Teng, 2017;Feng & Webb, 2020;Hatami, 2017;Mohsen & Almudawis, 2020;Vidal, 2011). This comparison is "of vital importance as it can help determine how much reading or listening (and what type) needs to be done in foreign language learning" (Brown et al, 2008, p. 139).…”

Section: Introductionmentioning

confidence: 99%

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The Effects of Reading and Listening on L2 Incidental Learning and Retention of Different Dimensions of Word Knowledge

Kaivanpanah

Akbarian²,

Rezaee³

2022

LRR

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The present study compares the effects of the second language (L2) reading and listening on incidental vocabulary learning and retention of three dimensions of word knowledge (i.e., part of speech, syntagmatic association, and form-meaning connection) among EFL learners. The relationship between word exposure frequency and vocabulary learning is also examined in reading versus listening. Sixty-three pre-intermediate EFL learners in four intact classes were randomly assigned to four experimental groups based on the number of target word (TW) exposures (i.e., 1, 3, 5, and 7 exposures) they received in treatment texts. The experimental groups read and listened to four texts with 36 TWs. The scores on the immediate and three-week delayed posttests revealed that reading contributed to a greater amount of vocabulary learning and retention in the three dimensions of word knowledge. The results further revealed that an increase in the word exposure frequency had a significant effect on acquiring form-meaning connection through reading, and on three dimensions through listening. Moreover, frequency improved retention gains in both input sources.

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Section: The Effect Of Exposure Frequency On Incidental Vocabulary Le...supporting

confidence: 91%

Section: The Effects Of Reading and Listening On Incidental Vocabular...supporting

confidence: 87%

See 1 more Smart Citation

The Effects of Reading and Listening on L2 Incidental Learning and Retention of Different Dimensions of Word Knowledge

Kaivanpanah

Akbarian²,

Rezaee³

2022

LRR

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“…Second language (L2) vocabulary acquisition plays a crucial role in successful language acquisition, particularly during the early stages of language development (Hughes, 2011). It is commonly recognized that reading can contribute to vocabulary expansion for L2 learners (Mohsen & Almudawis, 2021; Webb et al, 2023; Zhang & Ma, 2021). However, the effectiveness of incidental vocabulary acquisition from reading is disappointingly low (Schmitt, 2008).…”

Section: Introductionmentioning

confidence: 99%

Effects of Task-Induced Involvement and Time on Task on Incidental L2 Vocabulary Acquisition

Gao,

Qian,

Rasool

2024

Sage Open

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This study investigates the impact of task-induced involvement and time on task on incidental second language (L2) vocabulary acquisition. Utilizing a 3 (task-induced involvement) × 2 (time on task) × 2 (post-test time) research design, three task-induced involvement conditions were employed based on the Involvement Load Hypothesis (ILH): reading and gap-fill task, reading and sentence-making task, and reading and translation task, with corresponding involvement load (IL) indices of 2, 3, and 4, respectively. Two time-on-task conditions were implemented: uncontrolled time on task, where participants in different groups completed tasks with varied durations, and controlled time on task, where participants in different groups completed tasks with roughly equal durations. Five intact classes comprising 256 Chinese middle school students participated and were randomly assigned to one of five designed tasks aimed at learning 10 carefully selected target words. The results of a three-way repeated measures ANOVA indicate a significant three-way interaction effect among task-induced involvement, time on task, and post-test time, as well as a significant two-way interaction effect between task-induced involvement and time on task. These findings demonstrate that task-induced involvement and time on task interact to significantly influence both initial acquisition and retention of incidental L2 vocabulary. Specifically, under uncontrolled time conditions, tasks with higher ILs and longer durations yield better initial vocabulary gains and retention, partially supporting the ILH. Conversely, under controlled time conditions, tasks with lower ILs exhibit superior initial vocabulary gains and retention, contradicting the predictions of the ILH. Relevant implications are also discussed.

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Investigating the potential of NLP-driven linguistic and acoustic features for predicting human scores of children’s oral language proficiency

Hunte

McCormick

Shah

et al. 2021

Assessment in Education: Principles, Policy & Practice

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Second Language Vocabulary Gains from Listening Versus Reading Comprehension Input: A Comparative Study

Cited by 4 publications

References 25 publications

The Effects of Reading and Listening on L2 Incidental Learning and Retention of Different Dimensions of Word Knowledge

The Effects of Reading and Listening on L2 Incidental Learning and Retention of Different Dimensions of Word Knowledge

Effects of Task-Induced Involvement and Time on Task on Incidental L2 Vocabulary Acquisition

Investigating the potential of NLP-driven linguistic and acoustic features for predicting human scores of children’s oral language proficiency

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