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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
Direct linkSmith, Bethany R.; Schuster, John W.; Collins, Belva; Kleinert, Harold – Education and Training in Autism and Developmental Disabilities, 2011
This paper reviews selected literature pertaining to simultaneous prompting and the acquisition of non-target information for individuals with moderate to severe disabilities. The purpose of this review was to discuss the definition of non-target information (NTI) and the various places it can be embedded within an instructional trial. The…
Descriptors: Prompting, Secondary School Students, Disabilities, Severe Disabilities
Peer reviewedMiranda-Linne, Fredrika; Melin, Lennart – Research in Developmental Disabilities, 1992
Incidental teaching and traditional discrete-trial procedures were used to teach two children (ages 10 and 12) with autism the expressive use of two color adjectives. Results demonstrated that traditional discrete-trial teaching was more efficient and produced faster acquisition but incidental teaching resulted in greater generalization and equal…
Descriptors: Adjectives, Autism, Elementary Education, Expressive Language
