The Effects of Word Exposure Frequency on Incidental Learning of the Depth of Vocabulary Knowledge

Abstract

This study examined the rate at which depth of vocabulary knowledge was learned and retained from reading a 300-headword graded reader, The Star Zoo. A total of 30 tertiarylevel students who learn English as a foreign language (EFL) in China volunteered to take part in a reading program. Incidental learning and retention of the depth of vocabulary knowledge was measured, complementing previous research along this line. The depth of vocabulary knowledge was examined by using 36 test items within six bands of frequency (more than 20 times to only once). The target words were substituted with pseudo-words. Two tests were employed to measure receptive and productive vocabulary knowledge. This study was completed in three sessions: Students read the book for the first time and finished tests; students read the book for the second time seven days later, and finished tests; finally, retention tests were completed three months later. The findings showed that incidental vocabulary learning through reading was very limited, and this learning was largely based on a high frequency of word occurrence, that is, the higher the frequency level was, the better the learners' word-learning was. The number of times that Chinese EFL learners needed to encounter a word to recognize vocabulary knowledge was 14 times, and at least 18 times were needed for productive vocabulary knowledge. This study shows that attention to building knowledge of known words instead of solely introducing new words should be paid, and that both word exposure frequency and elaborate word processing are important as part of successful vocabulary development.

The students’ responses on integrating online corpus and online dictionary to expand English vocabulary for tourism

“…It is certainly in line with the research conducted by Teng who found that the number of times that Chinese EFL learners needed to encounter a word to recognize vocabulary knowledge was 14 times, and at least 18 times were needed for productive vocabulary knowledge (Teng, 2016). It means that the exposures can play an essential role for the students who want to learn and expand their vocabulary.…”

An Investigation into ESL Learners’ Nature of Self-Regulated Learning in Out-of-Class Context: A Comparative Study

“…However, both groups seemed to lack the ability for meta-cognitive self-regulation; thus, resulting in them engaging mainly in incidental learning. Teng (2016) in her study on vocabulary learning through reading concludes that words that are learned from incidental learning are not retained. Not undermining the value of incidental learning, it could be argued that there is still a need for purposeful learning to take place.…”

A Semantics-based Model for Predicting Children's Vocabulary

“…The theory of incidental learning posits that language learners often "pick up" new words through reading, listening and conversational activities [Hulstijn and others, 2003]. Incidental vocabulary acquisition has a direct link with frequency of exposure -the higher the frequency of exposure to a word, the higher will be the probability of a child committing it to memory [Teng, 2016]. We use the SUBTLEXus database (74,286 word forms) as a source of word frequency counts of different words used in spoken English language [Brysbaert and New, 2009].…”