Vocabulary Learning through Assisted and Unassisted Repeated Reading

Webb, Stuart; Chang, Anna C.‐S.

doi:10.3138/cmlr.1204.1

Cited by 79 publications

(142 citation statements)

References 26 publications

Supporting

Mentioning

127

Contrasting

Order By: Relevance

“…First, readers in this study were assisted by the aural rendition of the texts. Aural support during reading has been found to have a positive effect on L2 vocabulary learning (Brown et al, 2008;Webb & Chang, 2012a). Second, the participants in this study may have become more accustomed to reading while listening to graded readers than those who took part in studies involving reading a single text.…”

Section: Vocabulary Learning Ratesmentioning

confidence: 81%

Second language vocabulary learning through extensive reading with audio support: How do frequency and distribution of occurrence affect learning?

Webb

Chang

2014

Language Teaching Research

Self Cite

163

170

View full text Add to dashboard Cite

This study investigated (1) the extent of vocabulary learning through reading and listening to 10 graded readers, and (2) the relationship between vocabulary gain and the frequency and distribution of occurrence of 100 target words in the graded readers. The experimental design expanded on earlier studies that have typically examined incidental vocabulary learning from individual texts. Sixty-one Taiwanese participants studied English as a foreign language (EFL) in an extensive reading program or in a more traditional approach structured around a global English course book. A pretest, posttest, and delayed posttest were administered to all participants. The results indicated that vocabulary gains through reading and listening to multiple texts were high. Relative gains were 44.06% after reading the 10 graded readers and 36.66% three months later. The relationships between vocabulary learning and frequency and distribution of occurrence were found to be non-significant, indicating that frequency was perhaps one of many factors that affected learning.

show abstract

Section: Vocabulary Learning Ratesmentioning

confidence: 81%

Second language vocabulary learning through extensive reading with audio support: How do frequency and distribution of occurrence affect learning?

Webb

Chang

2014

Language Teaching Research

Self Cite

163

170

View full text Add to dashboard Cite

show abstract

“…First, reading-while-listening has been found to be more conducive to L2 vocabulary uptake than reading only (Webb & Chang, 2012). Moreover, the availability of the aural input may not only assist learners with the pronunciation of words they might otherwise shy away from using, but the prosodic cues may also assist learners with the chunking of speech into units larger than single words (e.g., Lin, 2012).…”

Section: Materials and Proceduresmentioning

confidence: 99%

Re-telling a story in a second language: How well do adult learners mine an input text for multiword expressions?

Hoang

Boers

2016

SSLLT

View full text Add to dashboard Cite

Adult second language (L2) learners have often been found to produce discourse that manifests limited and non-native-like use of multiword expressions. One explanation for this is that adult L2 learners are relatively unsuccessful (in the absence of pedagogic intervention) at transferring multiword expressions from input texts to their own output resources. The present article reports an exploratory study where ESL learners were asked to re-tell a short story which they had read and listened to twice. The learners' re-tells were subsequently examined for the extent to which they recycled multiword expressions from the original story. To gauge the influence of the input text on these learners' renderings of the story, a control group was asked to tell the story based exclusively on a series of pictures. The results of the experiment suggest that multiword expressions were recycled from the input text to some extent, but this stayed very marginal in real terms, especially in comparison with the recycling of single words. Moreover, when learners did borrow expressions from the input text, their reproductions were often non-target-like.

show abstract

“…One of the factors noted is frequent encounters of unknown words in meaningful contexts. This suggests that word exposure frequency is a main factor in incidental vocabulary learning, and it is an issue worth researching (Webb & Chang, 2012). Webb (2007) examined the effects of repetition (1, 3, 7 and 10 encounters) on word knowledge.…”

Section: Literature Review Incidental Vocabulary Acquisition From Reamentioning

confidence: 99%

Assessing the Effects of Word Exposure Frequency on Incidental Vocabulary Acquisition from Reading and Listening

Chen

Teng

2017

Chinese Journal of Applied Linguistics

View full text Add to dashboard Cite

This study investigated the effects of the frequency at which English as a foreign language (EFL) students were exposed to words from the input modes of reading and listening. Accordingly, 15 words of three frequency groups were selected. A total of 60 Chinese EFL students were recruited. The four test types of recall of form, recognition of form, recall of meaning, and recognition of meaning were administered to measure participants' ability in building a form-meaning link. Immediate posttests were administered for assessing vocabulary development, and delayed posttests were administered two weeks later for assessing retention. The results revealed that new words could be learned incidentally in both modes, but more word knowledge was gained in reading. The effect of word exposure frequency on incidental vocabulary gains was significant for the four test types in both of the two modes. Since only partial word knowledge was acquired by both modes, it appeared that for the two modes to be a valuable source for incidental vocabulary learning, not only word exposure frequency, but also elaborate word processing is needed. Relevant implications for teaching and learning vocabulary are discussed.

show abstract

Vocabulary Learning through Assisted and Unassisted Repeated Reading

Cited by 79 publications

References 26 publications

Second language vocabulary learning through extensive reading with audio support: How do frequency and distribution of occurrence affect learning?

Second language vocabulary learning through extensive reading with audio support: How do frequency and distribution of occurrence affect learning?

Re-telling a story in a second language: How well do adult learners mine an input text for multiword expressions?

Assessing the Effects of Word Exposure Frequency on Incidental Vocabulary Acquisition from Reading and Listening

Contact Info

Product

Resources

About