Effects of Input Elaboration on Vocabulary Acquisition through Reading by Korean Learners of English as a Foreign Language
Bibliographic Data
| ID | 10816887 |
|---|---|
| Authors | YOUNGKYU KIM (0000-0002-9595-1962, Ewha Womans University, corresponding author) |
| Year | 2006 |
| Volume | 40 |
| Issue | 2 |
| Pages | 341 |
| Publication date | 2006-06-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | TESOL Quarterly (JOURNAL) |
| Journal identifiers | ISSN: 0039-8322 • E-ISSN: 1545-7249 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.2307/40264526 |
| OpenAlex | W2074158409 |
| Language | EN |
| Citations received | 17 |
| References cited | 20 |
This article investigates whether (a) lexical elaboration (LE), typographical enhancement (TE), or a combination, and (b) explicit or implicit LE affect 297 Korean learners' acquisition of English vocabulary. The learners were asked to read one of six versions of an experimental text that contained 26 target words. The study adopted a 2 × 3 MANOVA design with TE and LE as two independent variables and form- and meaning-recognition vocabulary posttests as two dependent variables. The TE had two levels, enhanced and unenhanced, and the LE had three levels, explicit, implicit, and unelaborated. The results were (a) LE alone did not aid form recognition of vocabulary, (b) explicit LE alone aided meaning recognition of vocabulary, (c) TE alone did not aid form and meaning recognition of vocabulary, (d) LE and TE combined did not aid form recognition of vocabulary, (e) both explicit and implicit LE aided meaning recognition of vocabulary, (f) explicit and implicit LE did not differ in their effect on form and meaning recognition of vocabulary, and (g) whether a text was further enhanced in addition to either explicit or implicit LE did not seem to affect the acquisition of the previously unknown words' forms or meanings
Affect (linguistics) · Cognitive psychology · Elaboration · Humanities · Linguistics · Meaning (existential) · Reading (process) · Vocabulary · Communication · Computer Science · EFL/ESL Teaching and Learning · Lexicography and Language Studies · Psychology · Second Language Acquisition and Learning
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The separate and combined effects of recasts and textual enhancement as two focus on form techniques on L2 development
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Contextual learning of L2 lexical and grammatical collocations with and without typographic enhancement
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Optimal input for language learning
Pedagogical Implications
The Author Replies to Z. H. Han's “Pegagogical Implications
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Learning Vocabulary in Another Language
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Output, Input Enhancement, and the Noticing Hypothesis
Incidental Vocabulary Learning by Advanced Foreign Language Students
Input Enhancement in Instructed SLA
Second Language Instruction Does Make a Difference
Intentional and incidental second language vocabulary learning
Incidental and Intentional Learning
We Acquire Vocabulary and Spelling by Reading
Academic Listening
Consciousness-Raising and the Second Language Learner1
The Effects of Contextual Richness on the Guessability and the Retention of Words in a Foreign Language1
The Natural Approach
A New Academic Word List
Current Developments in Second Language Reading Research
Learning Word Meanings from Context during Normal Reading
Incidental Vocabulary Acquisition in a Second Language
The Effects of Simplified and Elaborated Texts on Foreign Language Reading Comprehension
Research on Negotiation
Do Learners Notice Enhanced Forms while Interacting with the L2
| Unique citing works | 17 |
|---|---|
| Citations per year | 0,89 |
| Citation span | 2007 - 2026 (20) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 17 |