Incidental acquisition of vocabulary has been extensively studied by many researchers through various media, such as employing reading comprehension. However, there is a dearth of studies that focus on the contribution of listening to the incidental acquisition of vocabulary. The current study aims to fill this gap. This study explored the effect…

This study investigated the effects of semantic transparency of Chinese suon Chinese as a second language (CSL) learners' incidental learning of word meanings in sentence-level reading and passage-level reading. The accuracy of the learners' lexical inferencing was compared among various types of words (transparent, semi-transparent, and opaque…

The pedagogy of language has since time immemorial majored in the use of pens and other printed materials. However, there occurred a separation of the teaching culture into two major categories; the "big C" and "little c", meaning high and popular culture. Over the years, advancements in various pedagogical techniques have made…

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…

Adult English-L1 (n = 20) and English-L2 (n = 32) experimental groups were given a novel containing nonce words to read within two weeks to investigate whether the reading of fiction can induce a state of incidental vocabulary acquisition. After reading, an unexpected meaning recall translation assessment measuring acquisition of 49 target nonce…

The primary aim of this investigation was to determine what combination of target word variables (frequency, patternedness, length, cognateness, lexicalization) could best predict the difficulty of incidentally acquiring vocabulary through reading. A group of adult English First Language (EL1) (n = 20) and adult English as a Foreign Language (EFL)…

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…

This study examines the impact of reading on vocabulary development with adult ESL students at the National Institute of Technology (Trichirappalli, India). The researcher analyzes the performance of the students who devoted their time to reading, and the students who learned consciously the meaning of words to develop their vocabulary knowledge.…

When people are ill, they want to know what is happening to them and how they can get better. Current health policies support patients' access to health information and encourage them to take part in decisions regarding their health. But little is known about how patients learn and the difficulties they may encounter in the process. This paper…

Research has shown that second language (L2) learners that become aware of linguistic features during grammar-based tasks are better able to process these features on a posttest compared to learners that do not focus on these features. However, much L2 input does not come in the form of grammar-based tasks. This study investigates whether learners…

This case study investigated the vocabulary knowledge gains made by an adult learner of English as a result of performing a read and tell task. It found that the quality of vocabulary use, or a higher level of generation, appeared to have had a significant effect on vocabulary acquisition. (15 references) (MDM)