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Thongsan, Nuchsara Choksuansup – LEARN Journal: Language Education and Acquisition Research Network, 2023
With the aim of investigating effective approaches to extensive reading in Thailand, this study examined the vocabulary uptake and retention rate from reading 350 headwords graded reader. To determine the effects of reading a graded reader on students' vocabulary knowledge and retention, 20 words within four bands of different frequencies of…
Descriptors: Vocabulary Development, Second Language Learning, Second Language Instruction, Foreign Countries
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
Aliyar, Mahnaz; Peters, Elke – Reading in a Foreign Language, 2022
Despite empirical evidence from research showing that the use of text-picture combination is beneficial for second language (L2) learning, little is known about the effectiveness of reading comic books for incidental vocabulary acquisition. This study investigated the effects of engaging with comic books on incidental learning of L2 Italian…
Descriptors: Incidental Learning, Italian, Second Language Learning, Vocabulary Development
Vu, Duy Van; Peters, Elke – Studies in Second Language Acquisition, 2022
This longitudinal study investigates the effect of mode of reading on the incidental learning of collocations and factors that affect learning. One hundred Vietnamese pre-intermediate learners of English as a foreign language (EFL) were assigned to either an experimental group or a control group (no treatment). In 9 weeks, the experimental group…
Descriptors: Linguistic Input, Phrase Structure, Vocabulary Development, Predictor Variables
Zhou, Jing; Day, Richard R. – Reading in a Foreign Language, 2020
The study investigated the effect of marginal glossing and frequency of occurrence on the incidental learning of six aspects of vocabulary knowledge through reading in the second language (L2) Chinese. Participants were 30 intermediate L2 Chinese learners in an American public university. The MACOVA tests indicated that the treatment group who…
Descriptors: Reading Processes, Second Language Learning, Second Language Instruction, Chinese
Teng, Feng – Language Teaching Research, 2020
This article examines the influence of different reading conditions (i.e. reading only and reading with first language marginal glosses), number of word encounters (one, three, and seven) while reading, and combinations of these two variables on new word retention. This study considered a total of six possible combinations. Six groups of Chinese…
Descriptors: Native Language, Second Language Learning, Second Language Instruction, English (Second Language)
AlRamadhan, Mohammad Hassan – International Journal of Instruction, 2020
In the field of second language acquisition (SLA), a large base of research has shown the great influence of L2 reading on L2 vocabulary acquisition. Nevertheless, researchers have also found that acquiring new vocabulary happens rather gradually and in small amounts. Without altering the incidental nature of vocabulary acquisition through…
Descriptors: Native Language, Second Language Learning, Second Language Instruction, Comparative Analysis
Mohamed, Ayman A. – Studies in Second Language Acquisition, 2018
The present study brings together methods of extensive reading studies and eye-movement research to track the cognitive effects of exposure frequency on vocabulary processing and learning. Forty-two advanced second language learners of English read a stage 1 graded reader, "Goodbye Mr. Hollywood," on a computer screen while their eye…
Descriptors: Eye Movements, Second Language Learning, Reading Processes, Recall (Psychology)
Boutorwick, T. J.; Macalister, John; Elgort, Irina – Reading in a Foreign Language, 2019
One avenue for developing second language (L2) vocabulary knowledge is through Extensive Reading (ER). ER can provide opportunities for incidental learning to occur. Class time is often too restricted for sufficient attention to deliberate learning (Hunt & Beglar, 2005) meaning ER is important for L2 vocabulary development. This article builds…
Descriptors: Vocabulary Development, Second Language Learning, Second Language Instruction, English (Second Language)