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Download full textYorganci, Mehtap; Subasi, Gonca – International Online Journal of Education and Teaching, 2022
Recently vocabulary studies have mainly focused on two forms of vocabulary acquisition: incidental and intentional vocabulary acquisition. For incidental vocabulary acquisition, Task-induced Involvement Load Hypothesis (TILH) was put forward by Hulstijn and Laufer (2001) to investigate the vocabulary tasks by comparing their levels of involvement…
Descriptors: Vocabulary Development, English (Second Language), Second Language Instruction, Incidental Learning
Schindler, Julia; Schindler, Simon; Reinhard, Marc-André – Frontline Learning Research, 2019
Self-generated information is better recognized and recalled than read information. This so-called generation effect has been replicated several times for different types of stimulus material, different generation tasks, and retention intervals. The present study investigated the impact of individual differences in learners' disposition to engage…
Descriptors: Foreign Countries, Individual Differences, Cognitive Processes, Difficulty Level
Direct linkM. Stratton, James – Modern Language Journal, 2022
Although English and German are both Germanic languages, due to various historical changes, many of their cognates are no longer easily recognizable. This study examined whether knowledge of language history can be beneficial to learners when learning English-German cognates. Thirty-five English-speaking second language (L2) learners of…
Descriptors: Incidental Learning, Second Language Learning, Second Language Instruction, German
Danilina, Svetlana; Shabunina, Viktoriia – Advanced Education, 2020
The article discusses an experiment that researched the intentional vs incidental ESP vocabulary uptake in two university groups of third year political science students and addresses the implications of using an authentic audiovisual material as an input text for an ESP course. The procedure of intentional vocabulary learning involved…
Descriptors: Intentional Learning, Incidental Learning, English for Special Purposes, Second Language Learning
Zubenko, Tetiana; Shwedel, Allan – Advanced Education, 2019
This paper examines the development and effectiveness of a strategy that promotes rapid vocabulary retention among university students who are learning English as a second language. This approach to vocabulary acquisition is based on research that shows that activating implicit memory has a stronger effect than simply activating intentional…
Descriptors: Electronic Learning, Handheld Devices, Physical Activities, Integrated Activities
Seamon, John G.; Bohn, Justin M.; Coddington, Inslee E.; Ebling, Maritza C.; Grund, Ethan M.; Haring, Catherine T.; Jang, Sue-Jung; Kim, Daniel; Liong, Christopher; Paley, Frances M.; Pang, Luke K.; Siddique, Ashik H. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2012
Research from the adaptive memory framework shows that thinking about words in terms of their survival value in an incidental learning task enhances their free recall relative to other semantic encoding strategies and intentional learning (Nairne, Pandeirada, & Thompson, 2008). We found similar results. When participants used incidental…
Descriptors: Memory, Story Telling, Incidental Learning, Intentional Learning
