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Gablasova, Dana – Modern Language Journal, 2014
This study investigated the acquisition of specialized vocabulary from L1 and L2 textbook reading by 64 Slovak high school students who were intermediate or advanced users of English. The students were divided into two groups: One group read the academic texts in their L1, the other group in their L2. In a posttest and a delayed posttest, they…
Descriptors: Foreign Countries, High School Students, English (Second Language), Vocabulary Development
Hu, Chieh-Fang – Modern Language Journal, 2008
This study examined the effect of first language (L1) phonological awareness on the rate of learning new second language (L2) color terms and the rate of processing old color terms. Two groups of 37 children participated; they differed on L1 phonological awareness measured at Grade 3. At Grade 5, over multiple trials, the children learned new L2…
Descriptors: Phonological Awareness, Grade 5, Grade 3, Reading Skills

Krashen, Stephen – Modern Language Journal, 1989
Reviews research on the language acquisition of spelling and vocabulary that further supports the Input Hypothesis for language acquisition, demonstrates the role of reading in spelling and vocabulary development, and reveals those research results' inconsistencies with two alternative hypotheses. (144 references) (CB)
Descriptors: Language Acquisition, Language Research, Linguistic Theory, Reading Comprehension

Davis, James N; Bistodeau, Linda – Modern Language Journal, 1993
Data from Think Aloud protocols were used to determine how two groups of adult subjects approached reading. Analysis indicates that vocabulary proficiency has a power impact on psychological processing of second-language reading by novices but also that culturally determined literacy practices may be a factor. (Contains 34 references.) (LB)
Descriptors: Adult Students, Comparative Analysis, Cultural Influences, Language Acquisition

Knight, Susan – Modern Language Journal, 1994
Incidental vocabulary learning from context and 2 factors that might influence it, access to a dictionary and verbal ability, were examined among 112 second-year university students. Results indicate that subjects learned more words while reading for meaning, but high verbal ability students and those using a dictionary learn more. (71 references)…
Descriptors: College Students, Dictionaries, Higher Education, Instructional Materials