Test of a Model for Predicting Second Language Lexical Growth through Reading

Abstract

This case study tests a mathematical model for its ability to predict second language vocabulary gains achieved through reading. To overcome the problem of small word gains noted in ear-lier studies of incidental acquisition, the participant (an adult learner of Dutch) read a lengthy text and was tested on hundreds of words. To maximize opportunities for learning from context, an illustrated text (a ‘Lucky Luke’ comic book) was chosen for the reading treatment. Before reading the text and again after each of eight readings, the participant used a rating scale to assess his knowledge of words that occurred only once in the text. Growth rates established in one round of learning (a matrix) were used to predict growth in subsequent rounds. The participant's gains were found to match closely figures generated by the predictive matrix. As in previous studies, nouns proved to be the easiest to learn. Results also detail the need for multiple encounters in order for a word to be retained.

How advanced students approach intentional vocabulary study

“…On the one hand, there have been studies following one -highly motivated -learner engaging in systematic efforts of studying, which have demonstrated that dedicated learning can result in considerable gains. Whereas Horst and Meara (1999), Pigada and Schmitt (2006) and the two studies discussed in Milton (2008) all focused on massed, repeated input, and used self-report or recognition as a measure, Fitzpatrick et al (2008) investigated explicit word-focused learning and used recall L1-L2 item translation as a test format. They report gains of 30 words/hour for an immediate post-test declining to 15 words/hour on a post-test taken 10 weeks later.…”

“…One way of supplementing classroom learning is to provide opportunities for incidental learning via reading or listening tasks. However, it has been demonstrated (Nation 2001: 236ff) that the return on investment is relatively modest, in spite of positive effects of repeated or massed input (Horst and Meara 1999;Milton 2008;Pigada and Schmitt 2006) leading to learning rates of 14.5-35 words per hour, or of the positive effects of attention enhancing techniques on uptake (Laufer 2005;Peters 2007;Peters et al 2009). Learners can also engage in intentional studying; the effects of intentional (list) learning have been shown to be considerable (Fitzpatrick et al 2008;Laufer 2005), leading to retention rates of upwards of 70%.…”

Word Difficulty and Learning among Native Arabic Learners of EFL

“…In a considerable body of research, nouns are found to be much easier to uptake than any other word class (e.g., Horst & Meara, 1999;Nation, 2000). However, it is worth mentioning that the words tested here were all very frequently used words in English and were not tested in high quantity, which might explain the insignificant contribution of the word length to the model produced.…”

Learning vocabulary through meaning-focused input: Replication of Elley (1989) and Liu & Nation (1985)

“…It would show whether we might be able to generalize any gains in vocabulary knowledge to contexts where a story is heard once, or whether it is rather the accumulated gains made through repeated listening to the text that account for learning. Because L2 research has indicated that frequency plays a large role in whether or not words are learned incidentally through reading while listening (Brown, Waring & Donkaewbua 2008), and that repeated readings of a text increases the amount of vocabulary learning (Horst & Meara 1999), examining the degree to which words are learned through different numbers of readings would add greater clarity to Elley's findings. Moreover, since discussion of vocabulary learning is typically related to reading or listening to a text once, this replication would help us to interpret the ecological validity of the original study.…”