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Incidental Vocabulary Acquisition in French as a Foreign Language
Abstract
Third semester college students of French viewed part of a film, read part, and then were given a surprise vocabulary test with colloquial words from the text. Their performance, compared to a control group, suggests that incidental vocabulary acquisition is possible in a foreign language situation. The test is appended. (Contains eight references.) (Author/LB)
... Some studies profess that through reading, it is possible to gain vocabulary knowledge incidentally (Dupuy & Krashen, 1993;Pitts et al., 1989;Grabe & Stoller, 2002;Pigada & Schmitt, 2006;Song & Sardegna, 2014). An opposite view challenges that reading for incidentally acquired word knowledge might not be as efficient as it is shown by some previous writers. ...
Vocabulary knowledge is very crucial for learners who want to be competent in a language. Vocabulary knowledge means having the knowledge of or command over words of a language and their usages in real-life contexts. Vocabulary knowledge can be gained incidentally and intentionally. The paper compares the effectiveness of the reading-only condition and reading-while-listening condition in incidental vocabulary acquisition. It seeks to find out whether students acquire more vocabulary knowledge by reading a text only or reading the text while listening to it. It also disseminates the effect of word exposure frequency. By applying four vocabulary tests, it proves that learners can gain vocabulary knowledge in both the conditions; but the reading-while-listening condition can result in more gain of vocabulary knowledge. The paper also shows that the more the number of encounters with words in context, the more the vocabulary gains. Studies with students from different levels of education and gender based studies can be conducted. This is a pioneering study on this topic in Bangladesh, so the paper will pave a way for the researchers who want to work on the same topic.
... In fact, a number of researchers (e.g., Laufer, 1997;Laufer & Hulstijn, 2001;Meara, 1997) have concluded that reading alone is insufficient for reaching desirable levels of vocabulary proficiency. Incidental vocabulary learning could only lead to the acquisition of few words, even when target words were presented several times (Day, Omura & Hiramatsu, 1991;Dupuy & Krashen, 1993;Hulstijn, 1992;Pitts, White & Krashen, 1989). Waring and Nation (2004) supported this conclusion by describing explicit vocabulary instruction as more efficient and effective. ...
Despite the current importance attached to vocabulary instruction (Beck, McKeown &
Omanson, 1987; Laufer, 1994; Nation, 2001; Read, 2002), language teachers are still
not clear about the answers to numerous questions about teaching vocabulary. Some
of these questions are: (1) Do students learn vocabulary incidentally through
reading/listening or is explicit vocabulary instruction a necessity?; (2) What
vocabulary exercises are the most effective?; (3) What is the role of prefabricated
chunks in students' language competence?; (4) What does corpus linguistics say about
vocabulary instruction?; and (5) What are the key problems facing Arabic-speaking
students with vocabulary use?
The current paper aims to address the abovementioned problematic issues from an
empirical perspective. Research-based answers are provided to important questions in
relation to vocabulary instruction in order to allow English language instructors to re�think their classroom practices and introduce research-based innovations.
... As Schmitt (2000) study pointed, vocabulary can be acquired either intentionally or incidentally; students should take full advantage of incidental lexicon learning, too. Given the importance of vocabulary in language learning, there have been numerous studies on accidental vocabulary learning in second language acquisition (e.g., Dupuy and Krashen, 1993;Horst et al., 1998;Paribakht and Wesche, 1999). According to these studies, the vast majority of researchers (e.g., Brown et al., 2008;Hatami, 2017) have looked at the extent to which vocabulary information can be addressed by reading, whereas few researchers have looked at the acquisition of incidental vocabulary through listening (Vidal, 2011;Van Zeeland and Schmitt, 2013;Hatami, 2017). ...
Most studies have shown that reading is an important source of incidental vocabulary learning, and repeated reading may have a positive effect on learning gains. However, the study of incidental vocabulary learning through listening is still limited, and the immediate and long-term effects on different vocabulary knowledge dimensions are unclear. Furthermore, no empirical studies have been conducted to investigate the association between learning gains and preexisting vocabulary knowledge in listening. This article examines the effects of listening to English songs on unintentional vocabulary learning and vocabulary retention through three different vocabulary knowledge dimensions: word recognition, meaning association, and grammar identification. A total of 114 Chinese college students participated in the study, and they were given vocabulary evaluations at different times based on three separate components of vocabulary knowledge. The effects of repeated listening (one, three, and five times) and learners’ prior vocabulary knowledge were also investigated. According to the findings, listening to songs can improve vocabulary knowledge, particularly in the area of word recognition, which can be retained 4 weeks later. Furthermore, the effect of listening three times (with exposure frequencies ranging from three to nine) was superior than listening one or five times, which provides teachers and learners with guidance for teaching or learning vocabulary more effectively. Finally, for low, intermediate, and high-level learners, there was an immediate and positive effect on the dimensions of word recognition and meaning connection after listening, and this knowledge is likely to be preserved 4 weeks later.
This research investigates the effect of extensive vs. intensive reading on Iranian
advanced English Language learners' knowledge of collocations (idiomatic phrasal verbs). It aims to determine whether providing students with extensive or intensive
reading might have any effect on Iranian EFL learners' knowledge of idiomatic
phrasal-verbs or not. To answer the question, 60 advanced-level language learners
from Tehran Technical and Educational Institute in Chalus town participated in the
study. The subjects took a standard OPT test to demonstrate their English
proficiency. They were also assigned to two experimental and comparison groups;
30 in each group. A collocation (idiomatic phrasal-verbs) pre-test was administered
in each group. After 16 sessions of treatment a post-test of collocation (idiomatic
phrasal-verbs) was administered again. The treatment comprised intensive reading
for the experimental group, while the comparison group received extensive reading.
The data were analyzed using Independent samples t-test and Paired sample t-test.
The results showed that both groups were improved but the experimental group was
improved more than comparison group, which was significantly different.
Keywords: Collocations; EFL Learners; Extensive reading; Idiomatic Phrasal verbs;
Intensive reading
This study investigated Arabic teachers’ perceptions of the practice of extensive reading (ER) in the United Arab Emirates (UAE). The study was conducted as part of an interdisciplinary research project at one of the largest higher education institutions (HEIs) in the country. The project aimed to develop and launch an Arabic online reading tracking tool to mirror its successful English forerunner, the M-Reader. The present study aimed to use teachers’ perceptions to proactively address any challenges regarding the support needed from HEIs before launching the tool. A total of 34 teachers of Arabic courses in an HEI responded to an online questionnaire, which explored the reasons for, methods and approaches used, and motivation techniques and difficulties associated with implementing ER. The results showed that the teachers were aware of the benefits associated with ER practice and its positive impact on language competency. They reported encountering difficulties, which included students’ lack of interest and time for reading and their inability to read independently. Teachers also reported challenges in motivating students to read and in assessing ER practices, particularly when ER is a standalone course rather than a part of the curriculum. Based on the results, we offer practical suggestions that can benefit ER practitioners in HEIs. We conclude by offering a set of implications for the successful implementation of ER programs.
The relationship between memory and language and the topic of bilingualism are important areas of research in both psychology and linguistics and are grounded in cognitive and linguistic paradigms, theories and experimentation. This volume provides an integrated theoretical/real-world approach to second language learning, use and processing from a cognitive perspective. A strong international and interdisciplinary team of contributors present the results of various explorations into bilingual language processing, from recent advances in studies on bilingual memory to studies on the role of the brain in language processing and language forgetting. This is a strong yet balanced combination of theoretical/overview contributions and accounts of novel, original, empirical studies which will educate readers on the relationship between theory, cognitive experimentation and data and their role in understanding language learning and practice.
Vocabulary is now well recognized as an important focus in language teaching and learning. Now in its third edition, this book provides an engaging, authoritative guide to the teaching and learning of vocabulary in another language. It contains descriptions of numerous vocabulary learning strategies, which are supported by reference to experimental research, case studies, and teaching experience. It also describes what vocabulary learners need to know to be effective language users. This new edition has been updated to incorporate the wealth of research that has come out of the past decade. It also includes a new chapter on out of-classroom learning, which explores the effect of the Internet and electronic resources on learning. This vital resource for all vocabulary researchers shows that by taking a systematic approach to vocabulary learning, teachers can make the best use of class time and help learners get the best return for their learning effort.
Given the crucial role of vocabulary knowledge in language development, the literature is replete with studies that explore the effects of various vocabulary learning strategies. This chapter taps into two areas of research on vocabulary learning, multimodal glossing and digital gaming, and reports on an experimental study whose aim was to investigate the effect of providing EFL students (n=162) with three gloss conditions (L1 test + picture, L2 text + picture, and picture-only) when they play a video game on their vocabulary acquisition and retention. The students took two vocabulary tests immediately after playing the game, and again two weeks later. The findings revealed that while all groups benefited from multimodal glossing, the L1 text + picture gloss group significantly performed better than the other two groups in the acquisition and retention of the targeted words. The chapter concludes by discussing the limitations of the current study and suggesting new directions for future research.
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