Stuart Webb
Biographic Data
| ID | 3843634 |
|---|---|
| NAME | Stuart Webb |
| GIVEN NAMES | Stuart |
| FAMILY NAME | Webb |
| SIGNATURE | WEBB S |
| AFFILIATIONS | Western University |
| ORCID | 0000-0002-8297-4997 |
| VERIFIED | Yes |
| TOTAL WORKS | 69 |
| TOTAL CITATIONS | 177 |
| AUTHOR COUNT | 69 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2005 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 7 |
Investigating EFL learners’ knowledge of the grammatical functions of high-frequency verbs
This study investigated Japanese English as a Foreign Language learners’ knowledge of the grammatical functions of vocabulary, focusing on high-frequency verbs from the first three 1,000-word frequency levels. A total of 212 Japanese university students completed a grammaticality judgment task consisting of 42 high-frequency verbs used both correctly and incorrectly with respect to their grammatical functions. Participants rated each sentence on …
The effects of audiovisual input on second language learning
This meta-analysis investigates the contributions of viewing audiovisual input on second language (L2) learning. We calculated 75 effect sizes from 56 experiments ( n = 1954) and assessed the effects of audiovisual input on language learning using a within-group (pre-post) meta-analytic approach. Fifteen moderator variables were included in the analysis. Results showed that a) there was a small effect of audiovisual input on L2 learning ( g = .89…
A call for greater attention to the external validity of studies of second language acquisition
Internal and external validity are key criteria for evaluating the quality and usefulness of research on second language acquisition (SLA). Although considerable attention is given to internal validity, external validity—the extent to which findings can be generalized beyond the specific study conditions—may be neglected during peer review and subsequent interpretations of findings. This editorial argues that a lack of attention paid to external …
Word‐Focused Learning
Word‐focused learning refers to learning vocabulary through the completion of activities that are specifically designed to promote vocabulary learning. Matching activities, fill‐in‐the‐blanks activities, translation, and sentence production are examples of common word‐focused activities. Researchers tend to agree that word‐focused activities tend to result in effective and efficient gains in knowledge of the form‐meaning connections of words. Thi…
Meaning‐Focused Vocabulary Learning
Meaning‐focused vocabulary learning refers to the learning of words as a byproduct of meaning‐focused reading, listening, or viewing activities. There is a great deal of research showing that both first language and second language learners can learn unfamiliar words through repeated encounters in meaning‐focused input. The extent to which words are learned through exposure to meaning‐focused input is a function of the amount of input that is enc…
To what extent does reviewing notes affect L2 vocabulary learning?
The present study investigated the extent to which reviewing notes, after viewing an academic lecture, contributes to vocabulary learning. A total of 128 Chinese university students were randomly assigned into five groups: conventional note-taking with immediate review, conventional note-taking with delayed review, guided note-taking with immediate review, guided note-taking with delayed review, and a control group. Knowledge of twenty-eight word…
Increasing meta‐analytic quality
Meta‐analytic studies of second language (L2) learning typically employ a classic approach to meta‐analysis. Although the classic approach can clarify findings, a multivariate, multilevel meta‐analysis (3M) approach increases transparency by accounting for (a) dependencies in the evidence presented by primary studies, (b) methodological differences confounding the effectiveness of interventions, (c) differences in research designs, and (d) enhanc…
Applications of word lists in second language learning and teaching
Although word lists have generated a great deal of attention from researchers, there has been no comprehensive review of the applications of word lists in second language learning and teaching. This article reviews the development, validation, and applications of 50 word list studies that were published and discussed in major international peer-reviewed Applied Linguistics and TESOL journals from 2013 to 2023. It shows that the methodology of wor…
How Do Different Forms of Note-Taking Affect Second Language Vocabulary Learning
The present study compared learning gains at both form recall and meaning recall levels across three learning conditions: viewing without note-taking, viewing with conventional note-taking, and viewing with guided note-taking. A total of 134 Chinese learners of English were assigned to three experimental groups and a no-treatment control group. Results showed that (a) guided note-taking contributed to greater vocabulary learning than conventional…
How does lexical coverage affect the processing of L2 texts?
Lexical coverage, i.e. the extent to which words in a text are known, is considered an important predictor of reading comprehension, with studies suggesting 98% lexical coverage leads to adequate comprehension. However, no studies to date have examined how the various lexical coverage percentages suggested in the literature are reflected by the cognitive effort involved in processing text and the attention that is devoted to the unknown vocabular…
The effect of test format on productive recall of derivatives
This study investigated the extent to which two recall test formats – contextualized and decontextualized tests – affected productive recall of derivatives, and how the effects of token frequencies of derivatives and L2 receptive vocabulary knowledge on recalling derivatives was moderated by test format. Mixed effects logistic regression models examined the derivatives elicited from L1 ( n = 21) and L2 English speakers’ ( n = 107) on the two reca…
How well are primary and secondary meanings of L2 words acquired
Most words in a language have more than one meaning. Yet, few studies have explicitly examined the acquisition of secondary meanings of L2 words and the extent to which polysemy and homonymy affect vocabulary learning. This study explores the effect of polysemy and homonymy on the deliberate acquisition of the form–meaning connections of L2 words. Thirty-six EFL learners (compared with a control group of 30) learned secondary polysemous and homon…
The effectiveness of note taking through exposure to L2 input
There has been increasing interest in the effects of note taking in second language (L2) research. However, no meta-analysis has been conducted to examine the relationship between note taking and learning through exposure to L2 input. We retrieved 28 effect sizes from 21 studies ( N = 1992) to explore the overall effects of note taking as well as to examine the extent to which the effectiveness of note taking is likely to vary as a function of a …
Open Access Academic Lectures as Sources for Incidental Vocabulary Learning
Open access academic lectures are potential sources for incidental vocabulary learning. These lectures are available in various formats (transcripts, audios, videos, and video with captions), but no studies have compared the learning of vocabulary in these lectures through different input modes. This study adopted a pretest–posttest design to compare learning at the meaning recall level of 50 words in the same academic lecture through five input …
Does spaced practice have the same effects on different second language vocabulary learning activities? Fill‐in‐the‐blanks versus flashcards
This study examined the effects of spaced practice on second language (L2) vocabulary learning under different learning conditions. One hundred fifty Korean learners of L2 English were divided into five groups: one control (no treatment) and four experimental groups based on learning condition (fill‐in‐the‐blanks vs. flashcards) and spacing type (massed [no spacing interval] vs. spaced [1‐day interval]). The participants studied 48 low‐frequency …
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 …
To What Extent Do Learner‐ and Word‐Related Variables Affect Production of Derivatives
This study explores the effects of receptive derivational affix knowledge, derivative frequency, part of speech, and vocabulary breadth on production of derivatives. Twenty‐one speakers of English as a first language and 107 learners of English as a second language were asked to produce derivatives for 90 prompt words on a decontextualized derivative form‐recall test. Results indicated that (a) increased receptive derivational affix knowledge and…
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…
Involvement Load Hypothesis Plus
The present meta-analysis aimed to improve on Involvement Load Hypothesis (ILH) by incorporating it into a broader framework that predicts incidental vocabulary learning. Studies testing the ILH were systematically collected and 42 studies meeting our inclusion criteria were analyzed. The model-selection approach was used to determine the optimal statistical model (i.e., a set of predictor variables) that best predicts learning gains. Following p…
How Does Mode of Input Affect the Incidental Learning of Collocations
There has been little research investigating how mode of input affects incidental vocabulary learning, and no study examining how it affects the learning of multiword items. The aim of this study was to investigate incidental learning of L2 collocations in three different modes: reading, listening, and reading while listening. One hundred thirty-eight second-year college students learning EFL in Taiwan were randomly assigned to three experimental…
Incidental Learning of Single Words and Collocations Through Viewing an Academic Lecture
Academic lectures are potential sources of vocabulary learning for second language learners studying at universities where English is the medium of instruction, as well as those in English for Academic Purposes (EAP) programs. Topic-related vocabulary is likely to occur frequently in academic texts, and academic speech consists of a reasonable proportion of frequently occurring sequences of words. Yet no intervention studies have explored the pot…
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…
Measuring L1 and L2 Productive Derivational Knowledge
Derivational knowledge, the ability to understand and produce derivatives of a word, is essential for vocabulary learners to expand their lexical knowledge. Earlier research (e.g., Schmitt & Zimmerman, 2002) has shown that L2 learners may have limited ability to produce derivatives compared to L1 speakers. However, the degree to which productive derivational knowledge differs between L1 and L2 learners, and among learners at different levels of v…
Relationships between lexical coverage, learner knowledge, and teacher perceptions of the usefulness of high‐frequency words
The Challenge Foreign language learners should learn the words that are most useful for them. Information from various sources (corpora, teachers, and learners) has been used to identify these words. One question that arises is to what extent these data sets correlate to one another. This study aims to address this question
The Effects of Repetition on Incidental Vocabulary Learning
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…
The Academic Spoken Word List
The linguistic features of academic spoken English are different from those of academic written English. Therefore, for this study, an Academic Spoken Word List (ASWL) was developed and validated to help second language (L2) learners enhance their comprehension of academic speech in English-medium universities. The ASWL contains 1,741 word families with high frequency and wide range in an academic spoken corpus totaling 13 million words. The list…
Vocabulary Demands of Television Programs
This study investigated vocabulary coverage and the number of encounters of low-frequency vocabulary in television programs. Eighty-eight television programs consisting of 264,384 running words were categorized according to genre. Television shows were classified as either British or American and then put into the following genres: news, drama, situation comedy, older programs, children's programs, and science fiction. The results showed that kno…
Incidental Learning of Collocation
This study investigated the effects of repetition on the learning of collocation. Taiwanese university students learning English as a foreign language simultaneously read and listened to one of four versions of a modified graded reader that included different numbers of encounters (1, 5, 10, and 15 encounters) with a set of 18 target collocations. A surprise vocabulary test that was made up of four tests measuring receptive and productive knowled…
The Effects of Spaced Practice on Second Language Learning
This meta-analysis investigates earlier studies of spaced practice in second language learning. We retrieved 98 effect sizes from 48 experiments (N= 3,411). We compared the effects of three aspects of spacing (spaced vs. massed, longer vs. shorter spacing, and equal vs. expanding spacing) on immediate and delayed posttests to calculate mean effect sizes. We also examined the extent to which nine empirically motivated variables moderated the effec…
Narrow Viewing
In this study, the scripts of 288 television episodes were analyzed to determine the extent to which vocabulary reoccurs in related and unrelated television programs, and the potential for incidental vocabulary learning through watching one season (approximately 24 episodes) of television programs. The scripts consisted of 1,330,268 running words and had a total running time of 203 hours and 49 minutes with a mean running time of 42 minutes. The …
Teaching and learning collocation in adult second and foreign language learning
Perhaps the greatest challenge to creating a research timeline on teaching and learning collocation is deciding how wide to cast the net in the search for relevant publications. For one thing, the term ‘collocation’ does not have the same meaning for all (applied) linguists and practitioners (Barfield & Gyllstad 2009) (see timeline). For another, items that are labelled as collocations in one study may be called something else in another study (W…
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 …
To What Extent Does the Involvement Load Hypothesis Predict Incidental L2 Vocabulary Learning? A Meta-Analysis
The involvement load hypothesis (ILH) was designed to predict the effectiveness of instructional tasks for incidental L2 vocabulary learning. In this meta-analysis we examined 398 effect sizes from 42 empirical studies (N = 4,628) to explore (a) the overall predictive ability of the ILH, (b) the relative effects of different components of the ILH (need, search, and evaluation), and (c) the influence of potential factors moderating learning (e.g.,…
A corpus driven study of the potential for vocabulary learning through watching movies
In this corpus driven study, the scripts of 143 movies consisting of 1,267,236 running words were analyzed using the RANGE program (Heatley et al. 2002) to determine the number of encounters with low frequency words. Low frequency words were operationalized as items from Nation’s (2004) 4th to 14th 1,000-word BNC lists. The results showed that in a single movie, few words were encountered 10 or more times indicating that only a small number of wo…
Incidental Learning of Collocations in an Academic Lecture Through Different Input Modes
In this quasi-experimental study, 165 learners of English for academic purposes at a university in China were randomly assigned to five experimental groups and a control group. Each experimental group encountered 19 target collocations in the same academic lecture in one of the following input modes: (a) reading, (b) listening, (c) reading while listening, (d) viewing, and (e) viewing with captions. The control group did not receive any treatment…
Is Text Written for Children Useful for L2 Extensive Reading
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 relative value for use in extensive reading programs. The results indicate that a vocabulary size of 10…
The Effects of Vocabulary Learning on Collocation and Meaning
This study investigates the effects of receptive and productive vocabulary tasks on learning collocation and meaning. Japanese English as a foreign language students learned target words in three glossed sentences and in a cloze task. To determine the effects of the treatments, four tests were used to measure receptive and productive knowledge of collocation and meaning. The results showed that both tasks led to significant gains in knowledge wit…
Lexical coverage and profiling
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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…
Measuring L1 and L2 Productive Derivational Knowledge
Derivational knowledge, the ability to understand and produce derivatives of a word, is essential for vocabulary learners to expand their lexical knowledge. Earlier research (e.g., Schmitt & Zimmerman, 2002) has shown that L2 learners may have limited ability to produce derivatives compared to L1 speakers. However, the degree to which productive derivational knowledge differs between L1 and L2 learners, and among learners at different levels of v…
Learning vocabulary through meaning-focused input
There has been a great deal of research on first language (L1) and second language (L2) learning through meaning-focused input since Nagy, Herman & Anderson's (1985) seminal study of incidental vocabulary learning through reading. Two strands of research within this area are incidental vocabulary learning through listening and guessing from context. This article discusses widely-cited studies from each of these areas – Elley (1989) and Liu & Nati…
To What Extent Do Learner‐ and Word‐Related Variables Affect Production of Derivatives
This study explores the effects of receptive derivational affix knowledge, derivative frequency, part of speech, and vocabulary breadth on production of derivatives. Twenty‐one speakers of English as a first language and 107 learners of English as a second language were asked to produce derivatives for 90 prompt words on a decontextualized derivative form‐recall test. Results indicated that (a) increased receptive derivational affix knowledge and…
Receptive and Productive Vocabulary Learning
This study investigates the effects of receptive and productive vocabulary learning on word knowledge. Japanese students studying English as a foreign language learned target words in three glossed sentences and in a sentence production task in two experiments. Five aspects of vocabulary knowledge—orthography, syntax, association, grammatical functions, and meaning and form—were each measured by receptive and productive tests. The study uses an i…
The Effects of Repetition on Vocabulary Knowledge
Journal Article The Effects of Repetition on Vocabulary Knowledge Get access Stuart Webb Stuart Webb Japan Search for other works by this author on: Oxford Academic Google Scholar Applied Linguistics, Volume 28, Issue 1, March 2007, Pages 46–65, https://doi.org/10.1093/applin/aml048 Published: 01 March 2007 Article history Accepted: 01 April 2006 Published: 01 March 2007
Receptive and Productive Vocabulary Sizes of L2 Learners
This study investigated the relationship between receptive and productive vocabulary size. The experimental design expanded upon earlier methodologies by using equivalent receptive and productive test formats with different receptive and productive target words to provide more accurate results. Translation tests were scored at two levels of sensitivity to measure receptive and productive knowledge of meaning and form. The results showed that tota…
The Lexical Coverage of Movies
The scripts of 318 movies were analyzed in this study to determine the vocabulary size necessary to understand 95% and 98% of the words in movies. The movies consisted of 2,841,887 running words and had a total running time of 601 hours and 33 minutes. The movies were classified as either American or British, and then put into the following genres: action, animation, comedy, suspense/crime, drama, horror, romance, science fiction, war, western, a…
The Effects of Vocabulary Learning on Collocation and Meaning
This study investigates the effects of receptive and productive vocabulary tasks on learning collocation and meaning. Japanese English as a foreign language students learned target words in three glossed sentences and in a cloze task. To determine the effects of the treatments, four tests were used to measure receptive and productive knowledge of collocation and meaning. The results showed that both tasks led to significant gains in knowledge wit…
Vocabulary Demands of Television Programs
This study investigated vocabulary coverage and the number of encounters of low-frequency vocabulary in television programs. Eighty-eight television programs consisting of 264,384 running words were categorized according to genre. Television shows were classified as either British or American and then put into the following genres: news, drama, situation comedy, older programs, children's programs, and science fiction. The results showed that kno…
A corpus driven study of the potential for vocabulary learning through watching movies
In this corpus driven study, the scripts of 143 movies consisting of 1,267,236 running words were analyzed using the RANGE program (Heatley et al. 2002) to determine the number of encounters with low frequency words. Low frequency words were operationalized as items from Nation’s (2004) 4th to 14th 1,000-word BNC lists. The results showed that in a single movie, few words were encountered 10 or more times indicating that only a small number of wo…
Learning Collocations
This study investigated the effects of three factors (the number of collocates per node word, the position of the node word, synonymy) on learning collocations. Japanese students studying English as a foreign language learned five sets of 12 target collocations. Each collocation was presented in a single glossed sentence. The number of collocates (6, 3, 1) varied per node word between three of the sets, the position of the node word (+1, −1) vari…
Narrow Viewing
In this study, the scripts of 288 television episodes were analyzed to determine the extent to which vocabulary reoccurs in related and unrelated television programs, and the potential for incidental vocabulary learning through watching one season (approximately 24 episodes) of television programs. The scripts consisted of 1,330,268 running words and had a total running time of 203 hours and 49 minutes with a mean running time of 42 minutes. The …
Computer‐Assisted Vocabulary Load Analysis
The development of computer software and frequency‐ranked word lists has made it easier to determine the representation and frequency of words in text. It has allowed researchers to collect data on the millions of words in corpora in a matter of seconds. Analysis of the vocabulary in text and corpora can provide data about the ease or difficulty with which discourse may be understood, the extent to which words may be learned through reading and l…
Teaching Vocabulary
Teaching vocabulary effectively requires preparation and planning.
Depth of Vocabulary Knowledge
Depth of vocabulary knowledge refers to how well words are known. Developing vocabulary depth typically involves the accumulation of knowledge through encountering and using words in a variety of different contexts in order to learn the forms, meanings, and uses of words.
Second Language Vocabulary Growth
The vocabulary knowledge of 166 English as a Foreign Language (EFL) learners in Taiwan was measured annually over a five year period using a bilingual version of the Vocabulary Levels Test (VLT) ( Nation, 1983 , 1990 ; Schmitt, Schmitt, and Clapham, 2001 ). The five years of data collection involved English language instruction in high school and university. Test scores were examined according to the amount of English language instruction the par…
A Response
Is Text Written for Children Useful for L2 Extensive Reading
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 relative value for use in extensive reading programs. The results indicate that a vocabulary size of 10…
Incidental Learning of Collocation
This study investigated the effects of repetition on the learning of collocation. Taiwanese university students learning English as a foreign language simultaneously read and listened to one of four versions of a modified graded reader that included different numbers of encounters (1, 5, 10, and 15 encounters) with a set of 18 target collocations. A surprise vocabulary test that was made up of four tests measuring receptive and productive knowled…
The lexical profile of academic spoken English
Second language vocabulary learning through extensive reading with audio support
This study investigated (1) the extent of vocabulary learning through reading and listening to 10 graded readers, and (2) the relationship between vocabulary gain and the frequency and distribution of occurrence of 100 target words in the graded readers. The experimental design expanded on earlier studies that have typically examined incidental vocabulary learning from individual texts. Sixty-one Taiwanese participants studied English as a foreig…
Evaluating lists of high-frequency words
This study compared the lexical coverage provided by four wordlists [West’s (1953) General Service List (GSL), Nation’s (2006) most frequent 2,000 British National Corpus word families (BNC2000), Nation’s (2012) most frequent 2,000 British National Corpus and Corpus of Contemporary American-English word families (BNC/COCA2000), and Brezina and Gablasova’s (2015) New-GSL list] in 18 corpora. The comparison revealed that the headwords in the BNC/CO…
Learning vocabulary through meaning-focused input
There has been a great deal of research on first language (L1) and second language (L2) learning through meaning-focused input since Nagy, Herman & Anderson's (1985) seminal study of incidental vocabulary learning through reading. Two strands of research within this area are incidental vocabulary learning through listening and guessing from context. This article discusses widely-cited studies from each of these areas – Elley (1989) and Liu & Nati…
The updated Vocabulary Levels Test
The Vocabulary Levels Test ( Nation, 1983 ; Schmitt, Schmitt, & Clapham, 2001 ) indicates the word frequency level that should be used to select words for learning. The present study involves the development and validation of two new forms of the test. The new forms consist of five levels measuring knowledge of vocabulary at the 1000, 2000, 3000, 4000, and 5000 levels. Items for the tests were sourced from Nation’s (2012) BNC/COCA word lists. The…
The Academic Spoken Word List
The linguistic features of academic spoken English are different from those of academic written English. Therefore, for this study, an Academic Spoken Word List (ASWL) was developed and validated to help second language (L2) learners enhance their comprehension of academic speech in English-medium universities. The ASWL contains 1,741 word families with high frequency and wide range in an academic spoken corpus totaling 13 million words. The list…
Teaching Vocabulary
Teaching vocabulary effectively requires preparation and planning. Teachers need to ensure that their students are spending time learning the words that are most useful to them, and are engaging in a range of activities that will help them learn vocabulary both deliberately and incidentally. Teachers also need to have clear goals for vocabulary learning during the course and need to make their students aware of these goals. It is also important f…
Incidental Vocabulary Acquisition Through Viewing L2 Television and Factors That Affect Learning
Research has begun to demonstrate that L2 words can be learned incidentally through watching audio-visual materials. Although there are a large number of studies that have investigated incidental vocabulary learning through reading a single text, there are no studies that have explored incidental vocabulary learning through viewing a single full-length TV program. The present study fills this gap. Additionally, three word-related variables (frequ…
Re-examining the effects of word writing on vocabulary learning
This study investigated the effects of word writing on vocabulary learning by comparing three conditions in which there was (a) limited time to write words, (b) unlimited time to write words, and (c) a non-writing word-picture pairs comparison. Non-native speakers studying English as a second language encountered 8 word-picture pairs in each condition and were administered a test measuring form recall and another measuring receptive knowledge of …
Second Language Acquisition and Learning (64 works) · Linguistics (59 works) · Psychology (59 works) · Vocabulary (53 works) · Computer Science (40 works) · Natural Language Processing Techniques (28 works) · EFL/ESL Teaching and Learning (27 works) · Cognitive psychology (26 works) · Vocabulary development (25 works) · Mathematics education (23 works)