Takumi Uchihara
Biographic Data
| ID | 1692097 |
|---|---|
| NAME | Takumi Uchihara |
| GIVEN NAMES | Takumi |
| FAMILY NAME | Uchihara |
| SIGNATURE | UCHIHARA T |
| AFFILIATIONS | Tohoku University |
| ORCID | 0000-0003-4476-534X |
| VERIFIED | Yes |
| TOTAL WORKS | 35 |
| TOTAL CITATIONS | 89 |
| AUTHOR COUNT | 35 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
Beyond form–meaning: Investigating the potential and limits of captioned video in building declarative and automatized vocabulary knowledge
The present study tested the hypothesis that phonological vocabulary knowledge consists of declarative and automatized dimensions, which develop at different rates. Chinese students of English as a foreign language completed three tasks (recognition, recall, and lexicosemantic judgements) to assess learning gains of 18 multiword expressions before and after short intentional audiovisual training. The results showed that (1) task effects were mino…
The role of pitch statistical learning in second language morphosyntactic acquisition
To contribute to the ongoing discussion on the role of pitch processing in grammar learning, this study examines the extent to which pitch statistical learning (pitch statistical learning (SL); the ability to detect and internalize pitch patterns in auditory input) affects second language (L2) morphosyntax learning outcomes. In the context of 93 Japanese learners of English, piece-wise regression analyses were conducted to compare the roles of th…
Teachers' and support staff's views and experiences of digitally mediated EMI courses in two different university contexts
This study aimed to investigate teachers’ and support staff’s views and experiences of teaching and supporting students in digitally mediated English Medium Instruction (EMI) courses in two different university contexts in Japan and Malaysia. Teaching in an EMI online setting was analysed through a behavioural science lens, adopting the Theoretical Domains Framework and the Capability, Opportunity, Motivation - Behaviour (COM-B) model. A survey a…
The effects of contextual diversity on incidental vocabulary learning
This study investigated the effects of contextual diversity (CD) on second language incidental vocabulary learning. A total of 124 Japanese learners of English were allocated to a control group or 2 experimental groups, either a high contextual diversity (HCD) or a low contextual diversity (LCD) group. Participants in the HCD group encountered target words across three different texts that varied in genre and topic, while those in the LCD group r…
Learner Engagement in L2 Vocabulary Learning through Communicative Tasks: Comparing Learner‐ and Teacher‐Generated Content
This study examined how task design, task motivation, and learner engagement influenced L2 vocabulary learning by comparing learner‐generated content (LGC) and teacher‐generated content (TGC) in a classroom setting. One hundred sixty‐three Japanese high school students from five intact classes were assigned to LGC, TGC, or a test‐only control group, and the two treatment groups completed two decision‐making tasks. Vocabulary learning was assessed…
Task engagement and comprehensibility development in video‐mediated intercultural exchanges: A longitudinal study
Despite growing interest in task engagement, few studies have examined how it contributes to L2 development. This longitudinal study examined how task engagement related to gains in L2 Japanese comprehensibility among nine UK‐based university students participating in a semester‐long, video‐mediated eTandem exchange with Japanese partners. Using 17 engagement indicators, we first provided a descriptive overview of associations between engagement …
Multiword sequences do not predict speaking proficiency in dialogue: A pair‐level analysis
This study revisited the commonly held view that the use of multiword sequences (MWSs) is a reliable predictor of L2 speaking proficiency in monologue, by extending the investigation from monologic to dialogic speaking contexts. We accessed dialogic performance data from 127 test‐takers of the Test of English for Educational Purposes assessed at six different proficiency levels. The use of bigrams and trigrams was measured in terms of proportion,…
Building a corpus of digitally mediated EMI classroom interactions: Challenges and opportunities for EMI research and pedagogy
While research on English-medium instruction (EMI) has grown considerably in recent years, we still know relatively little about what happens inside EMI classrooms, particularly in terms of interactional practices. There remains a shortage of empirical resources, such as corpora, that can offer systematic insights into the features of EMI classroom discourse. This paper addresses some of the gaps by outlining the methodological and ethical proced…
Timed vs. untimed lexicosemantic judgement task for measuring automatized phonological vocabulary knowledge
Given the critical role of phonological vocabulary in second language (L2) listening proficiency, scholars have increasingly focused on measuring not only the form–meaning mapping aspects of vocabulary knowledge but also the extent to which learners can access this knowledge accurately and promptly in real-time contexts. To assess the automatized dimension of vocabulary knowledge, we built upon prior efforts to develop the lexicosemantic judgment…
Cumulative Testing for Learning Spoken Vocabulary
Cumulative testing is known to improve vocabulary learning by integrating both new and previously introduced words in weekly quizzes. While evidence for its benefits is promising, prior research has primarily focused on the written mode of vocabulary, with target words studied, practiced, and tested in the visual mode only. This article reports on a classroom study investigating whether cumulative testing also facilitates the learning of spoken w…
Optimizing the Effectiveness of Captioned Viewing for Incidental Second Language Vocabulary Learning: The Effects of Repeated Viewing and Reading Fluency
This study examined the effects of repeated viewing and reading fluency on incidental second language vocabulary acquisition through captioned video exposure. A total of 149 Japanese EFL learners watched a short animation with or without captions, varying in the number of repetitions (once, twice, or three times). A pre‐post‐delayed test design was employed to measure learning gains for 20 target words using written meaning recognition and meanin…
Automatized phonological vocabulary knowledge as L2 cognitive fluency: Testing the declarative–automatized integrative model in L2 speech production
Prior studies developed a lexicosemantic judgment task (LJT) to assess automatized phonological vocabulary knowledge, which reflects the accurate, prompt, and stable access to L2 phonological vocabulary knowledge in contexts. Automatized vocabulary knowledge has been shown to strongly predict general listening ability. Shifting the focus on automaticity in speech production, the current study explored the role of automatized vocabulary knowledge …
High variability phonetic training (HVPT): A meta-analysis of L2 perceptual training studies
This meta-analysis of 79 studies evaluates the effectiveness of high variability phonetic training (HVPT) for the development of second language (L2) speech perception and explores learner-related and methodological variables that influence training effects. The overall medium-to-large effects of HVPT on L2 speech perception support the effectiveness of HVPT, for both pretest-posttest comparison (g = 0.92, k = 96) and treatment-control comparison…
Individual differences in L2 listening proficiency revisited: Roles of form, meaning, and use aspects of phonological vocabulary knowledge
The present study revisits the differential roles of form, meaning, and use aspects of phonological vocabulary knowledge in L2 listening proficiency. A total of 126 Japanese English-as-a-foreign-language listeners completed the TOEIC Listening test, working memory and auditory processing tests, the Metacognitive Awareness Listening Questionnaire, and several tasks designed to tap into three broad aspects of phonological vocabulary knowledge: (1) …
Timing matters for interactive task-based learning: Effects of vocabulary practice on learning multiword expressions and neural synchronization
To investigate the effects of vocabulary practice timing on lexical learning and neural processing during communication tasks, we engaged 80 Japanese learners of English (40 pairs) in information-gap tasks with vocabulary practice in the pre-task or post-task phase. Learning of verb-noun combinations was orally assessed through translation and narrative tasks one week later. To quantify neural coupling between participants during task-based inter…
Experiential, perceptual, and cognitive individual differences in the development of declarative and automatized phonological vocabulary knowledge
The present study explores the influence of individual differences in experience, perceptual acuity, and working memory on the development of both declarative and automatized aspects of L2 phonological vocabulary knowledge. A total of 486 Japanese English-as-a-foreign-language (EFL) students took part in two vocabulary tests designed to measure declarative (meaning recognition) and automatized knowledge (lexicosemantic judgement task). Their perf…
The Roles of Vocabulary Size, Word Part Knowledge, and Semantic Transparency in Vocabulary Learning Through the Word Part Technique
This study investigated the influence of learner‐ and word‐related variables on L2 vocabulary learning through the word part technique (WPT), a morphological mnemonic designed to strengthen form–meaning associations through knowledge of affixes and stems. Forty‐eight Japanese university EFL learners employed the WPT to study 16 low‐frequency English words and rated the semantic transparency of the target items. In addition, learners’ vocabulary s…
Cumulative Testing for L2 Vocabulary Learning: The Impact of Retrieval Practice and Proficiency
Cumulative tests have been shown to enhance second language (L2) vocabulary learning by incrementally incorporating both new and previously learned materials in daily or weekly quizzes. In this study, we investigated the role of three factors that could impact the effectiveness of cumulative testing: (a) study time and (b) spaced practice (review counts) to prepare for the test, and (c) L2 proficiency. We assigned Japanese university students fro…
Declarative and Automatized Phonological Vocabulary Knowledge: Recognition, Recall, Lexicosemantic Judgment, and Listening-Focused Employability of Second Language Words
This study revisits the roles of different aspects of phonological vocabulary knowledge in second language (L2) listening. Japanese learners of English (n = 114) completed the TOEIC Listening test and three phonological vocabulary tests assessing (a) ability to recognize the meanings of aural forms (meaning recognition), (b) ability to recall the meanings of aural forms (meaning recall), and (c) ability to spontaneously judge the appropriate use …
Disentangling the contributions of shorter vs. longer lexical bundles to L2 oral fluency
The Impact of Lexical Bundle Length on L2 Oral Proficiency
Lexical bundles (LBs) are crucial in L2 oral proficiency, yet their complexity in terms of length is under-researched. This study therefore examines the relationship between longer and shorter LBs and oral proficiency among 150 L2 learners of varying proficiency levels at a UK university. Through the analysis of oral presentation data (scores ranging from intermediate to advanced) and employing a combined text-internal and text-external approach …
Incidental Vocabulary Acquisition Through Captioned Viewing: A Meta-Analysis
Second language (L2) viewing with captions (i.e., L2 on-screen text) is now a proliferating as well as promising area of L2 acquisition research. The goal of the present meta-analysis was to examine (a) the relationship between captioned viewing and incidental vocabulary learning and (b) what variables related to learners, treatment, methodology, and vocabulary tests moderate the captioning effect. Synthesizing 89 effect sizes from 49 primary stu…
How effective is second language incidental vocabulary learning? A meta-analysis
There is a great deal of variation in gains found between studies of second language (L2) incidental vocabulary learning, as well as many factors that affect learning. This meta-analysis investigated the effects of exposure to L2 meaning-focused input on incidental vocabulary learning with an aim to clarify the proportional gains that occur through meaning-focused learning. Twenty-four primary studies were retrieved providing 29 different effect …
How Does the Test Modality of Weekly Quizzes Influence Learning the Spoken Forms of Second Language Vocabulary
The study investigates how the test modality (spoken or written) of classroom weekly quizzes influences vocabulary learning strategies and facilitates learning the spoken and written knowledge of form‐meaning connection in L2 words. Japanese university students in academic English courses were assigned to two experimental conditions (spoken test and written test groups). The spoken test group prepared for and took weekly quizzes delivered in spok…
Frequency of Exposure Influences Accentedness and Comprehensibility in Learners' Pronunciation of Second Language Words
The current study investigated the effects of repetition on the learning of second language (L2) spoken word forms. Japanese university students learning L2 English were randomly assigned to one of three treatment conditions (one, three, and six exposures) and learned 40 words while hearing them and viewing their corresponding pictures. A picture-naming test was administered before, immediately after, and approximately one week after the treatmen…
The Effects of Repetition on Incidental Vocabulary Learning: A Meta-Analysis of Correlational Studies
This meta-analysis aimed to clarify the complex relationship between repetition and second language (L2) incidental vocabulary learning by meta-analyzing primary studies reporting correlation coefficients between the number of encounters and vocabulary learning. We synthesized and quantitatively analyzed 45 effect sizes from 26 studies (N = 1,918) to calculate the mean effect size of the frequency-learning relationship and to explore the extent t…
To What Extent Are Multiword Sequences Associated With Oral Fluency
This study examined the relationship between oral fluency and use of multiword sequences (MWSs) across four proficiency levels (Low B1 to C1 of the Common European Framework of Reference). Data came from 56 learners taking the speaking test of the Test of English for Educational Purposes, and our analysis obtained different measures of fluency (speed, breakdown, repair) and MWSs (frequency, proportion, association). Results showed that (a) high-f…
Roles of Vocabulary Knowledge for Success in English‐Medium Instruction: Self‐Perceptions and Academic Outcomes of Japanese Undergraduates
This study investigated the relationship between vocabulary knowledge (written and aural receptive vocabulary size and self‐rating of vocabulary knowledge) and self‐perceptions of four language skills (reading, listening, writing, speaking) targeting undergraduate students in English‐medium instruction ( EMI ) courses in Japan. The students’ academic performance (course grades and quiz scores) was also compared to their vocabulary knowledge. Resu…
How effective is second language incidental vocabulary learning? A meta-analysis
There is a great deal of variation in gains found between studies of second language (L2) incidental vocabulary learning, as well as many factors that affect learning. This meta-analysis investigated the effects of exposure to L2 meaning-focused input on incidental vocabulary learning with an aim to clarify the proportional gains that occur through meaning-focused learning. Twenty-four primary studies were retrieved providing 29 different effect …
Declarative and Automatized Phonological Vocabulary Knowledge: Recognition, Recall, Lexicosemantic Judgment, and Listening-Focused Employability of Second Language Words
This study revisits the roles of different aspects of phonological vocabulary knowledge in second language (L2) listening. Japanese learners of English (n = 114) completed the TOEIC Listening test and three phonological vocabulary tests assessing (a) ability to recognize the meanings of aural forms (meaning recognition), (b) ability to recall the meanings of aural forms (meaning recall), and (c) ability to spontaneously judge the appropriate use …
How Does the Test Modality of Weekly Quizzes Influence Learning the Spoken Forms of Second Language Vocabulary
The study investigates how the test modality (spoken or written) of classroom weekly quizzes influences vocabulary learning strategies and facilitates learning the spoken and written knowledge of form‐meaning connection in L2 words. Japanese university students in academic English courses were assigned to two experimental conditions (spoken test and written test groups). The spoken test group prepared for and took weekly quizzes delivered in spok…
Efficacy of Multimodal Glossing on Second Language Vocabulary Learning: A Meta‐analysis
This meta‐analysis examined the effectiveness of an additional gloss mode in single versus dual and dual versus triple glossing on second language (L2) learners’ word learning. In total, 22 studies, providing 26 independent effect sizes, were coded, and 11 moderator variables including quality of data sample, learner variables, gloss features, text features, and methodological features were examined. The results show that the overall effect of an…
Disentangling the contributions of shorter vs. longer lexical bundles to L2 oral fluency
Incidental Vocabulary Acquisition Through Captioned Viewing: A Meta-Analysis
Second language (L2) viewing with captions (i.e., L2 on-screen text) is now a proliferating as well as promising area of L2 acquisition research. The goal of the present meta-analysis was to examine (a) the relationship between captioned viewing and incidental vocabulary learning and (b) what variables related to learners, treatment, methodology, and vocabulary tests moderate the captioning effect. Synthesizing 89 effect sizes from 49 primary stu…
Frequency of Exposure Influences Accentedness and Comprehensibility in Learners' Pronunciation of Second Language Words
The current study investigated the effects of repetition on the learning of second language (L2) spoken word forms. Japanese university students learning L2 English were randomly assigned to one of three treatment conditions (one, three, and six exposures) and learned 40 words while hearing them and viewing their corresponding pictures. A picture-naming test was administered before, immediately after, and approximately one week after the treatmen…
Cumulative Testing for L2 Vocabulary Learning: The Impact of Retrieval Practice and Proficiency
Cumulative tests have been shown to enhance second language (L2) vocabulary learning by incrementally incorporating both new and previously learned materials in daily or weekly quizzes. In this study, we investigated the role of three factors that could impact the effectiveness of cumulative testing: (a) study time and (b) spaced practice (review counts) to prepare for the test, and (c) L2 proficiency. We assigned Japanese university students fro…
To What Extent is Collocation Knowledge Associated with Oral Proficiency? A Corpus-Based Approach to Word Association
This study examined the relationship between second language (L2) learners’ collocation knowledge and oral proficiency. A new approach to measuring collocation was adopted by eliciting responses through a word association task and using corpus-based measures (absolute frequency count, t-score, MI score) to analyze the degree to which stimulus words and responses were collocated. Oral proficiency was measured using human judgements and objective m…
Roles of Vocabulary Knowledge for Success in English‐Medium Instruction: Self‐Perceptions and Academic Outcomes of Japanese Undergraduates
This study investigated the relationship between vocabulary knowledge (written and aural receptive vocabulary size and self‐rating of vocabulary knowledge) and self‐perceptions of four language skills (reading, listening, writing, speaking) targeting undergraduate students in English‐medium instruction ( EMI ) courses in Japan. The students’ academic performance (course grades and quiz scores) was also compared to their vocabulary knowledge. Resu…
The Effects of Repetition on Incidental Vocabulary Learning: A Meta-Analysis of Correlational Studies
This meta-analysis aimed to clarify the complex relationship between repetition and second language (L2) incidental vocabulary learning by meta-analyzing primary studies reporting correlation coefficients between the number of encounters and vocabulary learning. We synthesized and quantitatively analyzed 45 effect sizes from 26 studies (N = 1,918) to calculate the mean effect size of the frequency-learning relationship and to explore the extent t…
How Do Different Forms of Glossing Contribute to L2 Vocabulary Learning From Reading: A Meta-Regression Analysis
This meta-analysis investigated the overall effects of glossing on L2 vocabulary learning from reading and the influence of potential moderator variables: gloss format (type, language, mode) and text and learner characteristics. A total of 359 effect sizes from 42 studies ( N = 3802) meeting the inclusion criteria were meta-analyzed. The results indicated that glossed reading led to significantly greater learning of words (45.3% and 33.4% on imme…
How Effective Are Intentional Vocabulary‐Learning Activities? A Meta‐Analysis
The present meta‐analysis aimed to summarize the extent to which second language vocabulary is learned from the most frequently researched word‐focused activities: flashcards, word lists, writing, and fill‐in‐the‐blanks. One hundred effect sizes from 22 studies were included in meta‐regression analyses and administered separately for the observations measured with meaning‐recall and form‐recall tests. The results revealed that the average percent…
To What Extent Are Multiword Sequences Associated With Oral Fluency
This study examined the relationship between oral fluency and use of multiword sequences (MWSs) across four proficiency levels (Low B1 to C1 of the Common European Framework of Reference). Data came from 56 learners taking the speaking test of the Test of English for Educational Purposes, and our analysis obtained different measures of fluency (speed, breakdown, repair) and MWSs (frequency, proportion, association). Results showed that (a) high-f…
The Relationship Between Utterance and Perceived Fluency: A Meta‐Analysis of Correlational Studies
Listener‐based judgements of fluency play an important role in second language (L2) communication contexts and in L2 assessment. Accordingly, our meta‐analysis examined the relationship between different aspects of utterance fluency and listener‐based judgements of perceived fluency by analyzing primary studies reporting correlation coefficients between objective measures of temporal features and subjective ratings of fluency. We analyzed 263 eff…
Efficacy of Multimodal Glossing on Second Language Vocabulary Learning: A Meta‐analysis
This meta‐analysis examined the effectiveness of an additional gloss mode in single versus dual and dual versus triple glossing on second language (L2) learners’ word learning. In total, 22 studies, providing 26 independent effect sizes, were coded, and 11 moderator variables including quality of data sample, learner variables, gloss features, text features, and methodological features were examined. The results show that the overall effect of an…
The Effects of Talker Variability and Frequency of Exposure on the Acquisition of Spoken Word Knowledge
Eighty Japanese learners of English as a foreign language encountered 40 target words in one of four experimental conditions (three encounters, six encounters, three encounters with talker variability, and six encounters with talker variability). A picture-naming test was conducted three times (pretest, immediate posttest, and delayed posttest) and elicited speech samples were scored in terms of form-meaning connection (spoken form recall) and wo…
Does Mode of Input Affect How Second Language Learners Create Form–Meaning Connections and Pronounce Second Language Words
This study examined how mode of input affects the learning of pronunciation and form–meaning connection of second language (L2) words. Seventy‐five Japanese learners of English were randomly assigned to 1 of 3 conditions (reading while listening, reading only, listening only), studied 40 low‐frequency words while viewing their corresponding pictures, and completed a picture‐naming test 3 times (before, immediately, and about 6 days after treatmen…
To What Extent is Collocation Knowledge Associated with Oral Proficiency? A Corpus-Based Approach to Word Association
This study examined the relationship between second language (L2) learners’ collocation knowledge and oral proficiency. A new approach to measuring collocation was adopted by eliciting responses through a word association task and using corpus-based measures (absolute frequency count, t-score, MI score) to analyze the degree to which stimulus words and responses were collocated. Oral proficiency was measured using human judgements and objective m…
How effective is second language incidental vocabulary learning? A meta-analysis
There is a great deal of variation in gains found between studies of second language (L2) incidental vocabulary learning, as well as many factors that affect learning. This meta-analysis investigated the effects of exposure to L2 meaning-focused input on incidental vocabulary learning with an aim to clarify the proportional gains that occur through meaning-focused learning. Twenty-four primary studies were retrieved providing 29 different effect …
How Does the Test Modality of Weekly Quizzes Influence Learning the Spoken Forms of Second Language Vocabulary
The study investigates how the test modality (spoken or written) of classroom weekly quizzes influences vocabulary learning strategies and facilitates learning the spoken and written knowledge of form‐meaning connection in L2 words. Japanese university students in academic English courses were assigned to two experimental conditions (spoken test and written test groups). The spoken test group prepared for and took weekly quizzes delivered in spok…
Frequency of Exposure Influences Accentedness and Comprehensibility in Learners' Pronunciation of Second Language Words
The current study investigated the effects of repetition on the learning of second language (L2) spoken word forms. Japanese university students learning L2 English were randomly assigned to one of three treatment conditions (one, three, and six exposures) and learned 40 words while hearing them and viewing their corresponding pictures. A picture-naming test was administered before, immediately after, and approximately one week after the treatmen…
Disentangling the contributions of shorter vs. longer lexical bundles to L2 oral fluency
The Impact of Lexical Bundle Length on L2 Oral Proficiency
Lexical bundles (LBs) are crucial in L2 oral proficiency, yet their complexity in terms of length is under-researched. This study therefore examines the relationship between longer and shorter LBs and oral proficiency among 150 L2 learners of varying proficiency levels at a UK university. Through the analysis of oral presentation data (scores ranging from intermediate to advanced) and employing a combined text-internal and text-external approach …
Incidental Vocabulary Acquisition Through Captioned Viewing: A Meta-Analysis
Second language (L2) viewing with captions (i.e., L2 on-screen text) is now a proliferating as well as promising area of L2 acquisition research. The goal of the present meta-analysis was to examine (a) the relationship between captioned viewing and incidental vocabulary learning and (b) what variables related to learners, treatment, methodology, and vocabulary tests moderate the captioning effect. Synthesizing 89 effect sizes from 49 primary stu…
Automatized phonological vocabulary knowledge as L2 cognitive fluency: Testing the declarative–automatized integrative model in L2 speech production
Prior studies developed a lexicosemantic judgment task (LJT) to assess automatized phonological vocabulary knowledge, which reflects the accurate, prompt, and stable access to L2 phonological vocabulary knowledge in contexts. Automatized vocabulary knowledge has been shown to strongly predict general listening ability. Shifting the focus on automaticity in speech production, the current study explored the role of automatized vocabulary knowledge …
High variability phonetic training (HVPT): A meta-analysis of L2 perceptual training studies
This meta-analysis of 79 studies evaluates the effectiveness of high variability phonetic training (HVPT) for the development of second language (L2) speech perception and explores learner-related and methodological variables that influence training effects. The overall medium-to-large effects of HVPT on L2 speech perception support the effectiveness of HVPT, for both pretest-posttest comparison (g = 0.92, k = 96) and treatment-control comparison…
Individual differences in L2 listening proficiency revisited: Roles of form, meaning, and use aspects of phonological vocabulary knowledge
The present study revisits the differential roles of form, meaning, and use aspects of phonological vocabulary knowledge in L2 listening proficiency. A total of 126 Japanese English-as-a-foreign-language listeners completed the TOEIC Listening test, working memory and auditory processing tests, the Metacognitive Awareness Listening Questionnaire, and several tasks designed to tap into three broad aspects of phonological vocabulary knowledge: (1) …
Timing matters for interactive task-based learning: Effects of vocabulary practice on learning multiword expressions and neural synchronization
To investigate the effects of vocabulary practice timing on lexical learning and neural processing during communication tasks, we engaged 80 Japanese learners of English (40 pairs) in information-gap tasks with vocabulary practice in the pre-task or post-task phase. Learning of verb-noun combinations was orally assessed through translation and narrative tasks one week later. To quantify neural coupling between participants during task-based inter…
Experiential, perceptual, and cognitive individual differences in the development of declarative and automatized phonological vocabulary knowledge
The present study explores the influence of individual differences in experience, perceptual acuity, and working memory on the development of both declarative and automatized aspects of L2 phonological vocabulary knowledge. A total of 486 Japanese English-as-a-foreign-language (EFL) students took part in two vocabulary tests designed to measure declarative (meaning recognition) and automatized knowledge (lexicosemantic judgement task). Their perf…
The Roles of Vocabulary Size, Word Part Knowledge, and Semantic Transparency in Vocabulary Learning Through the Word Part Technique
This study investigated the influence of learner‐ and word‐related variables on L2 vocabulary learning through the word part technique (WPT), a morphological mnemonic designed to strengthen form–meaning associations through knowledge of affixes and stems. Forty‐eight Japanese university EFL learners employed the WPT to study 16 low‐frequency English words and rated the semantic transparency of the target items. In addition, learners’ vocabulary s…
Cumulative Testing for L2 Vocabulary Learning: The Impact of Retrieval Practice and Proficiency
Cumulative tests have been shown to enhance second language (L2) vocabulary learning by incrementally incorporating both new and previously learned materials in daily or weekly quizzes. In this study, we investigated the role of three factors that could impact the effectiveness of cumulative testing: (a) study time and (b) spaced practice (review counts) to prepare for the test, and (c) L2 proficiency. We assigned Japanese university students fro…
Declarative and Automatized Phonological Vocabulary Knowledge: Recognition, Recall, Lexicosemantic Judgment, and Listening-Focused Employability of Second Language Words
This study revisits the roles of different aspects of phonological vocabulary knowledge in second language (L2) listening. Japanese learners of English (n = 114) completed the TOEIC Listening test and three phonological vocabulary tests assessing (a) ability to recognize the meanings of aural forms (meaning recognition), (b) ability to recall the meanings of aural forms (meaning recall), and (c) ability to spontaneously judge the appropriate use …
Beyond form–meaning: Investigating the potential and limits of captioned video in building declarative and automatized vocabulary knowledge
The present study tested the hypothesis that phonological vocabulary knowledge consists of declarative and automatized dimensions, which develop at different rates. Chinese students of English as a foreign language completed three tasks (recognition, recall, and lexicosemantic judgements) to assess learning gains of 18 multiword expressions before and after short intentional audiovisual training. The results showed that (1) task effects were mino…
Second Language Acquisition and Learning (30 works) · Vocabulary (24 works) · Linguistics (22 works) · Psychology (22 works) · EFL/ESL Teaching and Learning (21 works) · Cognitive psychology (14 works) · Computer Science (11 works) · Vocabulary development (11 works) · Vocabulary Learning (11 works) · Mathematics education (10 works)