Vocabulary learning and teaching usually consists of two components, namely, intentional vocabulary acquisition and incidental vocabulary acquisition. Indeed,intentional learning and incidental learning have their own...Vocabulary learning and teaching usually consists of two components, namely, intentional vocabulary acquisition and incidental vocabulary acquisition. Indeed,intentional learning and incidental learning have their own characteristics and advantages, and thus they may play unequal roles in learners' vocabulary acquisition. This essay will compare intentional and incidental vocabulary acquisition approaches as well as explore to what extent these two approaches are effective.展开更多
This article is mainly to review and comment on the article written by Sonbul, S.,& Schmitt, N.in 2009 which is con?cerned with the additional efficacy of putting explicit instruction as post process to incidental...This article is mainly to review and comment on the article written by Sonbul, S.,& Schmitt, N.in 2009 which is con?cerned with the additional efficacy of putting explicit instruction as post process to incidental learning in obtaining vocabulary as well as testing the vocabulary knowledge of the form-meaning link at three different levels (meaning recognition, meaning recall, and meaning recognition).展开更多
This study explores the effects of two affective factors,reading anxiety and learning motivation on incidental vocabulary acquisition(IVA)under Chinese context.Fifty-two sophomores form a comprehensive university in s...This study explores the effects of two affective factors,reading anxiety and learning motivation on incidental vocabulary acquisition(IVA)under Chinese context.Fifty-two sophomores form a comprehensive university in southern China were enrolled in this study;data were collected through questionnaires,IVA test,and semi-structured interviews.This study identified the signifi⁃cant relationship between IVA and learning motivation but reading anxiety was non-significant.The findings contributed empirical evidence to the effects of affective factors on Chinese students’incidental vocabulary acquisition.展开更多
Many studies found that English learners learn many new words incidentally through extensive English reading, which is called incidental vocabulary learning. The learning effect varies among different learners. Many f...Many studies found that English learners learn many new words incidentally through extensive English reading, which is called incidental vocabulary learning. The learning effect varies among different learners. Many factors influencing incidental vocabulary learning effect of English learners have been studied and some researchers concluded some suggestions on English read? ing instruction. Some new factors influencing incidental vocabulary learning and some new suggestions on English reading instruction are promoted as complements.展开更多
There has been a consensus that vocabulary knowledge has become a major contributor to L2 learners'efficient communication and comprehension.Incidental vocabulary acquisition relates to lexical gains as a by-produ...There has been a consensus that vocabulary knowledge has become a major contributor to L2 learners'efficient communication and comprehension.Incidental vocabulary acquisition relates to lexical gains as a by-product resulting from accomplishing another activity which is not aimed at learning vocabulary.This article intends to provide a digest of research on incidental vocabulary acquisition over the past few decades by primarily focusing on related theoretical frameworks,possible explanatory variables mediating incidental vocabulary learning,and tasks targeted at enhancing incidental lexical growth.In line with analyses of findings yielded from an impressive number of illuminating studies conducted,this article calls for a diversification of efforts in relation to multi-word lexical items,multi-modal e-learning technologies,and insights from neuroscience that may warrant more scholarly attention.These possible areas would further enrich the current scope of L2 incidental vocabulary acquisition research.展开更多
词汇学习是语言学习的基础。Hunt and Beglar(1998)将能促进词汇学习的方法分为三种:附带学习、直接学习和独立策略学习。三种方法中,词汇附带学习被认为是二语词汇习得的一个基本的部分。许多研究证明了注释对词汇附带学习和阅读理解...词汇学习是语言学习的基础。Hunt and Beglar(1998)将能促进词汇学习的方法分为三种:附带学习、直接学习和独立策略学习。三种方法中,词汇附带学习被认为是二语词汇习得的一个基本的部分。许多研究证明了注释对词汇附带学习和阅读理解的有效性。本文总结并分析了近年来有关注释对词汇附带习得和阅读理解的研究成果,并指出了其中的不足,提出了未来研究的方向。展开更多
This study explored the effects of three learning strategies—guessing from context, using e-dictionary, and combined guessing and e-dictionary method—on EFL students' incidental vocabulary acquisition. The study...This study explored the effects of three learning strategies—guessing from context, using e-dictionary, and combined guessing and e-dictionary method—on EFL students' incidental vocabulary acquisition. The study produced evidence that students in the e-dictionary treatment significantly outperformed students in the guessing treatment; the combined treatment group significantly produced higher scores than the guessing treatment group and the e-dictionary treatment group; high English proficiency students demonstrate more gains than those with low proficiency in word knowledge.展开更多
The purpose of the paper is to study retention of vocabulary acquired incidentally on task-induced involvement by senior middle school students. Grade two of senior middle students participated in the experiments, tes...The purpose of the paper is to study retention of vocabulary acquired incidentally on task-induced involvement by senior middle school students. Grade two of senior middle students participated in the experiments, testing whether retention of vocabulary acquired incidentally is contingent on amount of task-induced involvement.Using short-and long term, namely immediate posttest and delayed posttest, retention of twelve unfamiliar words was investigated in three learning tasks (reading, reading plus fill-in and writing) with varying degrees of “involvement load”- various combinations of need, search and evaluation. The results of the experiment partially support the Involvement Load Hypothesis: retention in the writing group was higher than that in the reading plus fill-in group; retention in the reading plus fill-in group was higher than that in the reading group. The results are discussed in light of the construct of task-induced involvement.展开更多
文摘Vocabulary learning and teaching usually consists of two components, namely, intentional vocabulary acquisition and incidental vocabulary acquisition. Indeed,intentional learning and incidental learning have their own characteristics and advantages, and thus they may play unequal roles in learners' vocabulary acquisition. This essay will compare intentional and incidental vocabulary acquisition approaches as well as explore to what extent these two approaches are effective.
文摘This article is mainly to review and comment on the article written by Sonbul, S.,& Schmitt, N.in 2009 which is con?cerned with the additional efficacy of putting explicit instruction as post process to incidental learning in obtaining vocabulary as well as testing the vocabulary knowledge of the form-meaning link at three different levels (meaning recognition, meaning recall, and meaning recognition).
文摘This study explores the effects of two affective factors,reading anxiety and learning motivation on incidental vocabulary acquisition(IVA)under Chinese context.Fifty-two sophomores form a comprehensive university in southern China were enrolled in this study;data were collected through questionnaires,IVA test,and semi-structured interviews.This study identified the signifi⁃cant relationship between IVA and learning motivation but reading anxiety was non-significant.The findings contributed empirical evidence to the effects of affective factors on Chinese students’incidental vocabulary acquisition.
文摘Many studies found that English learners learn many new words incidentally through extensive English reading, which is called incidental vocabulary learning. The learning effect varies among different learners. Many factors influencing incidental vocabulary learning effect of English learners have been studied and some researchers concluded some suggestions on English read? ing instruction. Some new factors influencing incidental vocabulary learning and some new suggestions on English reading instruction are promoted as complements.
基金This study is supported by the Fundamental Research Funds for the Central Universities(G2019KY05202)Teaching Reform Project of NWPU2018(W015303).
文摘There has been a consensus that vocabulary knowledge has become a major contributor to L2 learners'efficient communication and comprehension.Incidental vocabulary acquisition relates to lexical gains as a by-product resulting from accomplishing another activity which is not aimed at learning vocabulary.This article intends to provide a digest of research on incidental vocabulary acquisition over the past few decades by primarily focusing on related theoretical frameworks,possible explanatory variables mediating incidental vocabulary learning,and tasks targeted at enhancing incidental lexical growth.In line with analyses of findings yielded from an impressive number of illuminating studies conducted,this article calls for a diversification of efforts in relation to multi-word lexical items,multi-modal e-learning technologies,and insights from neuroscience that may warrant more scholarly attention.These possible areas would further enrich the current scope of L2 incidental vocabulary acquisition research.
文摘词汇学习是语言学习的基础。Hunt and Beglar(1998)将能促进词汇学习的方法分为三种:附带学习、直接学习和独立策略学习。三种方法中,词汇附带学习被认为是二语词汇习得的一个基本的部分。许多研究证明了注释对词汇附带学习和阅读理解的有效性。本文总结并分析了近年来有关注释对词汇附带习得和阅读理解的研究成果,并指出了其中的不足,提出了未来研究的方向。
文摘This study explored the effects of three learning strategies—guessing from context, using e-dictionary, and combined guessing and e-dictionary method—on EFL students' incidental vocabulary acquisition. The study produced evidence that students in the e-dictionary treatment significantly outperformed students in the guessing treatment; the combined treatment group significantly produced higher scores than the guessing treatment group and the e-dictionary treatment group; high English proficiency students demonstrate more gains than those with low proficiency in word knowledge.
文摘The purpose of the paper is to study retention of vocabulary acquired incidentally on task-induced involvement by senior middle school students. Grade two of senior middle students participated in the experiments, testing whether retention of vocabulary acquired incidentally is contingent on amount of task-induced involvement.Using short-and long term, namely immediate posttest and delayed posttest, retention of twelve unfamiliar words was investigated in three learning tasks (reading, reading plus fill-in and writing) with varying degrees of “involvement load”- various combinations of need, search and evaluation. The results of the experiment partially support the Involvement Load Hypothesis: retention in the writing group was higher than that in the reading plus fill-in group; retention in the reading plus fill-in group was higher than that in the reading group. The results are discussed in light of the construct of task-induced involvement.
