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Knabe, Melina L.; Vlach, Haley A. – First Language, 2020
Ambridge argues that there is widespread agreement among child language researchers that learners store linguistic abstractions. In this commentary the authors first argue that this assumption is incorrect; anti-representationalist/exemplar views are pervasive in theories of child language. Next, the authors outline what has been learned from this…
Descriptors: Child Language, Children, Language Acquisition, Models
Cobb, Thomas – Reading in a Foreign Language, 2016
Thomas Cobb's 2007 applied linguistics paper, "Computing the Vocabulary Demands of L2 Reading" dealt with whether reading alone can build an adequate reading lexicon in a second language, or whether some sort of extra vocabulary training will normally be required. In the article, Cobb proposed that in the case of adult academic ESL…
Descriptors: Vocabulary Development, Vocabulary Skills, Second Language Learning, English (Second Language)
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Kang, EunYoung – Working Papers in TESOL & Applied Linguistics, 2015
Since the late '60s, the field of second language acquisition (SLA) has grown enormously. Throughout its development, SLA researchers have investigated a wide range of issues including the processes involved in second language learning, as well as the psycholinguistic, affective and social factors that influence its success or failure (Spada,…
Descriptors: English (Second Language), Second Language Learning, Vocabulary Development, Second Language Instruction
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Taylor, Charlie – Reading in a Foreign Language, 2021
In this article, Charlie Taylor offers a commentary on Yang et al.'s 2021 "Reading in a Foreign Language" article, "Text Difficulty in Extensive Reading: Reading Comprehension and Reading Motivation." In their study, Yang et al. analyzed the effects of text difficulty on the reading comprehension and motivation of high school…
Descriptors: Linguistic Theory, Second Language Learning, Second Language Instruction, Reading Comprehension
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Pang, Alvin – RELC Journal: A Journal of Language Teaching and Research, 2019
John Read is about to retire as Professor in Applied Language Studies at the University of Auckland. He previously taught applied linguistics, Teaching English to Speakers of Other Languages (TESOL) and English for Academic Purposes (EAP) at Victoria University of Wellington, the SEAMEO Regional Language Centre, the University of Texas El Paso,…
Descriptors: Language Tests, Testing, English (Second Language), Second Language Learning
McQuillan, Jeff – Reading in a Foreign Language, 2016
In his 2016 article, "What Can Readers Read after Graded Readers?" (EJ1098660), Jeff McQuillan provided data to show that there is an adequate amount of reading material that can be read at or above 98% vocabulary coverage to provide sufficient input to acquire most of the word families from the 2,000- to the 9,000-word-family levels.…
Descriptors: Reader Response, Vocabulary Development, Vocabulary Skills, Reading Habits
Nation, Paul – Reading in a Foreign Language, 2016
In this article Paul Nation responds to Thomas Cobb's "Numbers or Numerology? A Response to Nation (2014) and McQuillan (2016)" (EJ1117024). Nation begins by clarifying his own position on vocabulary learning and goes on to highlight points made in Cobb's article with which he is in agreement, while drawing from his 2014 article,…
Descriptors: Vocabulary, Word Study Skills, Time Factors (Learning), Learner Engagement
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Stephens, Meredith – Reading in a Foreign Language, 2019
Aka (2019) conducted an year-long large-scale study demonstrating that Japanese high school students who undertook extensive reading performed better than a control group who undertook grammatical instruction. Those showing the greatest gains were those of lower and intermediate proficiency. The students' achievement was measured in terms of…
Descriptors: Second Language Learning, Second Language Instruction, High School Students, Foreign Countries
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Bogdanov, Stan – Teaching English with Technology, 2013
Incidental vocabulary learning has attracted a great deal of attention in ELT research. However, it is important that teacher and researcher exploitation of vocabulary developments be guided by more than replication of previous research designs. For conclusions based on empirical research to be valid, it is important to be clear about exactly what…
Descriptors: Incidental Learning, English (Second Language), Second Language Learning, Second Language Instruction
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Stockwell, Glenn – Language Learning & Technology, 2012
While the enthusiasm that Ballance shows in his commentary (this issue) for mobile learning and the possibilities that new developments in technology of mobile devices may bring about is commendable, there are several areas of concern in his commentary that deserve mention. The author's first concern is that the commentary misrepresents the…
Descriptors: Electronic Learning, Telecommunications, Handheld Devices, Vocabulary Development
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Reynolds, Barry Lee – TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 2012
Anthony Bruton, Miguel Garcia Lopez, and Raquel Esquiliche Mesa's "Incidental L2 Vocabulary Learning: An Impracticable Term?" (2011) offers some constructive criticism regarding the conventional terminology used in second language (L2) acquisition research and language pedagogy. Although the author finds much of their evidence reasonable and is…
Descriptors: Evidence, Criticism, Vocabulary Development, Second Language Learning
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Moore, Sarah Catherine K. – Regional Educational Laboratory Mid-Atlantic, 2016
In this webinar, Dr. Sarah Catherine K. Moore, Program Director at the Center for Applied Linguistics, outlined factors for content area teachers to consider as they design and deliver lessons for mainstream classrooms that include English learner (EL) students. This Q&A addressed the questions participants had for Dr. Moore following the…
Descriptors: Teacher Effectiveness, English Language Learners, Lesson Plans, Best Practices
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Bruton, Anthony; Lopez, Miguel Garcia; Mesa, Raquel Esquiliche – TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 2011
References to the term "incidental vocabulary learning" have become very commonplace not only in second language (L2) acquisition research, but also in empirical research into second and foreign language pedagogy, very often in contrast to "intentional language learning". The former term is associated with more natural language…
Descriptors: Second Language Learning, Vocabulary Development, Incidental Learning, Natural Language Processing
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Song, Seonmi; Kellogg, David – Modern Language Journal, 2011
Vygotsky's work on the acquisition of foreign language words has been criticized for lacking a formal view of language as a system and for taking little interest in questions such as the route and rate of language acquisition. We argue that word meanings really do not constitute a formal system, either in the way they develop, or in the way they…
Descriptors: Language Research, Semantics, Second Language Learning, Vocabulary Development
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Wilhelm, Jeffrey D., Ed. – Voices from the Middle, 2013
Recognizing the importance of vocabulary for comprehension, Wilhelm asks two key questions: "which words do I teach and how should I teach them?" Through years of trial and error, Wilhelm has adopted these principles to answer "which words": teach "important" words students will see and use again; words necessary to conceptual understanding; words…
Descriptors: Teaching Methods, Equal Education, Vocabulary Development, Middle Schools
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