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The Effects of Inferring, Verifying, and Memorizing on the Retention of L2 Word Meanings: An Experimental Comparison of the "Meaning-Inferred Method" and the "Meaning-Given Method"
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Mondria, Jan-Arjen – Studies in Second Language Acquisition, 2003
This study investigated whether a word-learning method in which learners infer the meaning of unknown words from the context, subsequently verify the meaning with the aid of a word list, and finally memorize the meaning ("meaning-inferred method") leads to better retention than one in which the meaning of unknown words is given in the form of a…
Descriptors: Second Language Learning, Language Research, Retention (Psychology), Comparative Analysis
Incidental Vocabulary Acquisition in a Second Language: A Review.
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Huckin, Thomas; Coady, James – Studies in Second Language Acquisition, 1999
Reviews recent research on incidental vocabulary acquisition in second language. Discusses key unresolved issues such as the actual mechanism of incidental acquisition, type and size of vocabulary needed for accurate guessing, degree of exposure to a word needed for successful acquisition, efficacy of different word-guessing strategies, value of…
Descriptors: Incidental Learning, Language Research, Learning Strategies, Reading Instruction
Lexical Processing Strategy Use and Vocabulary Learning through Reading.
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Fraser, Carol A. – Studies in Second Language Acquisition, 1999
Reports on a strategy training study that investigated the lexical processing strategies used by second language learners when they encounter unfamiliar vocabulary while reading. Results indicate some lexical processing strategies lead to higher retention rates than others.(Author/VWL)
Descriptors: Incidental Learning, Language Processing, Learning Strategies, Reading Comprehension
The Use of Verbal and Imagery Mnemonics in Second-Language Vocabulary Learning.
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Cohen, Andrew D. – Studies in Second Language Acquisition, 1987
Keyword mnemonics compares favorably to other devices for learning words in a foreign language. The keyword approach provides both an acoustic link between a native-language word and the second-language word and an image of the keyword interacting with the native-language word or phrase. (LMO)
Descriptors: Association (Psychology), Cognitive Processes, Comparative Analysis, Elementary Secondary Education
Input, Intake, and Retention: Effects of Increased Processing on Incidental Learning of Foreign Language Vocabulary.
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Watanabe, Yuichi – Studies in Second Language Acquisition, 1997
Investigated the effects of text modification and task on incidental learning of foreign-language vocabulary by reading. The study focuses on how different cue types and a task would affect processing of input, initial learning, and retention of the meaning of target words. Results indicate that single and multiple-choice marginal gloss conditions…
Descriptors: College Students, Directed Reading Activity, Foreign Countries, Higher Education
The Acquisition of New Word Formation Processes in Second Language Acquisition
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Olshtain, Elite – Studies in Second Language Acquisition, 1987
A study of acquisition of new word formation devices in Hebrew as an indication of near-native competence is based on data collected from written questionnaires. The three tasks to be completed included: (1) production, requiring suggestions for new nouns; (2) evaluation, choosing the most appropriate innovation; and (3) interpretation,…
Descriptors: Cognitive Processes, Cognitive Style, Communicative Competence (Languages), Etymology
Lexical Constraints on Syntactic Acquisition.
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Ard, Josh; Gass, Susan M. – Studies in Second Language Acquisition, 1987
Data from responses to a grammaticality judgement test by 26 learners of English as a second language at two proficiency levels were used to investigate syntactic acquisition. Four syntactic structures were examined. Results suggest that less proficient subjects use syntactic strategies, while more proficient learners use semantic-based…
Descriptors: English (Second Language), Grammatical Acceptability, Higher Education, Interlanguage