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Tuzcu, Aysen – ProQuest LLC, 2023
Researchers have investigated the promise of unimodal and bimodal input in enhancing vocabulary learning from meaning-focused activities. Compared to unimodal input, the simultaneous presentation of written and aural input in bimodal input has been argued to direct L2 learners' attention to words and enhance the form-meaning links for new…
Descriptors: Cognitive Processes, Vocabulary, Linguistic Input, Incidental Learning
Webb, Stuart; Macalister, John – TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 2013
The researchers completed a corpus-driven analysis of 688 texts written for children, language learners, and older readers to determine the vocabulary size necessary for comprehension and the potential to incidentally learn vocabulary through reading each text type. The comparison between texts written for different audiences may indicate their…
Descriptors: Computational Linguistics, Vocabulary, Nouns, Word Lists

Reynolds, Ralph E.; Schwartz, Robert M. – Journal of Educational Psychology, 1983
Context-dependent metaphoric sentences of literally equivalent paraphrases were used as concluding statements for short didactic passages to investigate whether metaphors help or hinder prose comprehension. Adult participants' recall protocols indicated increased memorability for passages with metaphoric conclusions. (Author/LC)
Descriptors: Adults, Cues, Figurative Language, Incidental Learning