Elke Peters
Biographic Data
| ID | 3843652 |
|---|---|
| NAME | Elke Peters |
| GIVEN NAMES | Elke |
| FAMILY NAME | Peters |
| SIGNATURE | PETERS E |
| AFFILIATIONS | KU Leuven |
| ORCID | 0000-0001-7273-3850 |
| VERIFIED | Yes |
| TOTAL WORKS | 30 |
| TOTAL CITATIONS | 90 |
| AUTHOR COUNT | 30 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1994 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 7 |
Lexis: Overview
This article provides and overview of the entries included in the Lexis area of the second edition of the Encyclopedia of Applied Linguistics. It also gives suggestions for further reading in the area of Lexis.
Measuring vocabulary use in L2 English and L2 French writing: How methodological decisions shape the results
Effects of a mathematical language intervention on mathematical development in preschool dual language learners
A longitudinal study on young learners’ extramural English, English vocabulary knowledge and attitudes towards English prior to English instruction
Most previous studies focusing on extramural English (EE) and vocabulary acquisition are one-off studies measuring the relationship between EE and language performance measures at one time. This study contributes to EE research by adopting a longitudinal design to investigate learners’ EE, vocabulary knowledge at the level of meaning recall, and attitudes. We collected data from two cohorts of primary school children prior to formal English instr…
Vocabulary knowledge and vocabulary use in writing: A cross-sectional comparison of L2 English and L2 French
This study investigated the lexical proficiency of L2 learners of English and French. The aim of the study was two-fold. First, we examined the cross-sectional differences in productive vocabulary knowledge and vocabulary use between L2 learners in two grades. Second, we investigated the extent to which vocabulary knowledge and grade could predict vocabulary use in writing, operationalized as lexical diversity (moving average type-token ratio), m…
Pretesting effects on incidental L2 vocabulary learning through reading
An increasing number of studies have shown that pretesting L2 word knowledge before a study phase can enhance subsequent learning. However, little is known about pretesting effects in the context of incidental L2 vocabulary acquisition. This study explores the effects of pretesting on L2 vocabulary learning through reading, focusing on the moderating effect of the pretest format. One hundred and forty-three participants were randomly assigned to …
Young learners’ receptive L2 English vocabulary knowledge in relation to extramural English exposure at the onset of formal instruction in Norway
Some young foreign/second language (L2) learners of English hardly know a single English word when starting school instruction. Others know many thanks to extensive English use outside of school, extramural English (EE). By investigating young L2 learners’ vocabulary knowledge at the onset of formal instruction, we can explore what roles EE may have for incidental learning prior to instruction. To date, research has shown that music, digital game…
Spreading of Sars-CoV-2 among adult asylum seekers in refugee community shelters in Lübeck, Germany between 2020 and 2022: A mixed-cohort observational and repeated cross-sectional study
Refugees residing in shared accommodations represent a vulnerable group for SARS-CoV-2 infection and transmission. This increased vulnerability does not diminish over time. Initial doubts regarding vaccination are higher among refugees. While this reservation can be overcome, awareness work is paramount and has to start anew with any new refugee wave
The effects of typographic enhancement on L2 collocation processing and learning from reading: An eye-tracking study
Collocations have been of considerable interest to applied linguistics and SLA researchers, due to their pervasiveness in language. In corpus research, collocations are broadly defined as pairs of content words like nouns and adjectives that appear more frequently in language than the occurrence frequency of the individual words would predict (Biber et al. 1999). Typical examples in English are heavy rain and strong wind. As conventional forms of…
Lexical coverage in L1 and L2 viewing comprehension
This study aimed to investigate the relationship between lexical coverage and TV viewing comprehension. Previous studies have indicated that 95% to 98% of lexical coverage may be needed for reading comprehension (Hu & Nation, 2000). To understand informal listening passages, lower coverage figures (95%-90%) may suffice. However, no study has researched the lexical coverage needed to understand audiovisual texts. We adopted a counter-balanced with…
A Longitudinal Study on the Effect of Mode of Reading on Incidental Collocation Learning and Predictors of Learning Gains
This article reports on a longitudinal study on the impact of reading mode on incidental collocation learning and predictors of learning gains. The experiment lasted 11 weeks and involved 118 Vietnamese EFL learners who were assigned to an experimental group and a no‐treatment control group. The experimental group encountered 32 target collocations in three graded readers in three reading modes: reading‐while‐listening, reading with textual input…
Repetition and Incidental Learning of Multiword Units: A Conceptual Multisite Replication Study of Webb, Newton, and Chang (2013)
This multisite study replicates Webb, Newton, and Chang's (2013) study on the effect of repetition on incidental learning of multiword units (MWUs). Even though more researchers have started to investigate MWUs, most data have been collected from university students. Furthermore, the large effect of MWU repetition on learning reported by Webb et al. has not yet been corroborated. Data in our study were collected from two university samples (EFL s…
Incidental Learning of Collocations From Meaningful Input: A Longitudinal Study Into Three Reading Modes and Factors That Affect Learning
This longitudinal study investigates the effect of mode of reading on the incidental learning of collocations and factors that affect learning. One hundred Vietnamese pre-intermediate learners of English as a foreign language (EFL) were assigned to either an experimental group or a control group (no treatment). In 9 weeks, the experimental group read three graded readers containing 32 target collocations in three counterbalanced reading modes: re…
Vocabulary in English Language Learning, Teaching, and Testing in Vietnam: A Review
This review paper aims to provide an overview of vocabulary in English language learning, teaching, and testing in Vietnam. First, we review studies on the vocabulary knowledge of Vietnamese EFL learners. Recent research evaluating different aspects of vocabulary knowledge shows that Vietnamese EFL learners generally have limited knowledge of both single words and formulaic language. Next, we discuss contemporary approaches to teaching vocabulary…
Incidental lexical mining in task repetition: The role of input, input repetition and individual differences
Promoting L2 acquisition of multiword units through textually enhanced audiovisual input: An eye-tracking study
This study examines the effect of textual enhancement on learners’ attention to and learning of multiword units from captioned audiovisual input. We adopted a within-participants design in which 28 learners of English as a foreign language (EFL) watched a captioned video containing enhanced (underlined) and unenhanced multiword units. Using eye-tracking, we measured learners’ online processing of the multiword units as they appeared in the captio…
The VocabLab tests: The development of an English and French vocabulary test
This study describes the development of an English and French multiple choice vocabulary test – the VocabLab tests – that measure learners’ knowledge at four frequency levels up to the most frequent 5,000 words: the 2,000-level, 3,000-level, 4,000-level, and the 5,000-level. The two tests aimed to address some of the limitations of tests currently in use. First, they are sampled from recent frequency lists. Second, they are geared towards Dutch-s…
The relationship between vocabulary and viewing comprehension
The Effect of Imagery and On‐Screen Text on Foreign Language Vocabulary Learning From Audiovisual Input
In recent years, an increasing number of studies have focused on learning vocabulary from audiovisual input. They have shown that learners can pick up new words incidentally when watching TV (Peters & Webb, 2018; Rodgers & Webb, 2019). Research has also shown that on‐screen text (first language or foreign language subtitles) might increase learning gains (Montero Perez, Peters, Clarebout, & Desmet, 2014; Winke, Gass, & Sydorenko, 2010). Learning …
Learners’ English Vocabulary Knowledge Prior to Formal Instruction: The Role of Learner‐Related and Word‐Related Variables
This study focused on the mechanisms underlying incidental second language (L2) vocabulary acquisition prior to formal instruction. We designed a cross‐sectional study to examine which learner‐related and word‐related variables affect young learners’ vocabulary knowledge at the level of meaning recognition and meaning recall. We collected data from 616 Flemish children between 10 and 12 years old by using a questionnaire about learners’ extramura…
The Impact of Instruction and Out-of-School Exposure to Foreign Language Input on Learners' Vocabulary Knowledge in Two Languages
This cross-sectional study investigated the impact of length of instruction, out-of-school exposure to foreign language input, and gender on learners' receptive vocabulary knowledge in two foreign languages: French (first foreign language) and English (second foreign language). The findings suggest that, although length of instruction correlated positively with vocabulary knowledge in English and French, the gains remained modest when out-of-scho…
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…
Vocabulary knowledge and listening comprehension at an intermediate level in English and French as foreign languages: An approximate replication study of Stæhr (2009)
The present study aims to replicate Stæhr’s (2009) study on the relationship between vocabulary knowledge and listening comprehension. To explore the generalizability of Stæhr’s findings, two experiments were conducted. However, the study changed the population (Flemish learners) and proficiency level of the materials in the first experiment (intermediate) and also the language in the second experiment (French). Our results generally confirm Stæh…
The effect of out-of-class exposure to English language media on learners’ vocabulary knowledge
The aim of this study is to investigate (1) how often Flemish English-as-a-foreign language learners are exposed to English language media outside of the classroom, (2) whether current out-of-class exposure to English language media is related to learners’ vocabulary knowledge, and (3) whether length of instruction (three or six years), gender, and out-of-class exposure to English language media affect Flemish learners’ vocabulary. Data were coll…
The learning burden of collocations: The role of interlexical and intralexical factors
This study investigates whether congruency (+/– literal translation equivalent), collocate–node relationship (adjective–noun, verb–noun, phrasal-verb–noun collocations), and word length influence the learning burden of EFL learners’ learning collocations at the initial stage of form–meaning mapping. Eighteen collocations were selected on the basis of a pretest. They were divided into 9 congruent and 9 incongruent collocations and into 6 verb–noun…
Learning vocabulary through audiovisual input: The differential effect of L1 subtitles and captions
The Effect of Imagery and On‐Screen Text on Foreign Language Vocabulary Learning From Audiovisual Input
In recent years, an increasing number of studies have focused on learning vocabulary from audiovisual input. They have shown that learners can pick up new words incidentally when watching TV (Peters & Webb, 2018; Rodgers & Webb, 2019). Research has also shown that on‐screen text (first language or foreign language subtitles) might increase learning gains (Montero Perez, Peters, Clarebout, & Desmet, 2014; Winke, Gass, & Sydorenko, 2010). Learning …
Learners’ English Vocabulary Knowledge Prior to Formal Instruction: The Role of Learner‐Related and Word‐Related Variables
This study focused on the mechanisms underlying incidental second language (L2) vocabulary acquisition prior to formal instruction. We designed a cross‐sectional study to examine which learner‐related and word‐related variables affect young learners’ vocabulary knowledge at the level of meaning recognition and meaning recall. We collected data from 616 Flemish children between 10 and 12 years old by using a questionnaire about learners’ extramura…
The Impact of Instruction and Out-of-School Exposure to Foreign Language Input on Learners' Vocabulary Knowledge in Two Languages
This cross-sectional study investigated the impact of length of instruction, out-of-school exposure to foreign language input, and gender on learners' receptive vocabulary knowledge in two foreign languages: French (first foreign language) and English (second foreign language). The findings suggest that, although length of instruction correlated positively with vocabulary knowledge in English and French, the gains remained modest when out-of-scho…
Promoting L2 acquisition of multiword units through textually enhanced audiovisual input: An eye-tracking study
This study examines the effect of textual enhancement on learners’ attention to and learning of multiword units from captioned audiovisual input. We adopted a within-participants design in which 28 learners of English as a foreign language (EFL) watched a captioned video containing enhanced (underlined) and unenhanced multiword units. Using eye-tracking, we measured learners’ online processing of the multiword units as they appeared in the captio…
The relationship between vocabulary and viewing comprehension
Learning L2 German Vocabulary Through Reading: The Effect of Three Enhancement Techniques Compared
This study investigated three techniques designed to increase the chances that second language (L2) readers look up and learn unfamiliar words during and after reading an L2 text. Participants in the study, 137 college students in Belgium (L1 = Dutch, L2 = German), were randomly assigned to one of four conditions, forming combinations of two between-subject factors: ± prereading test announcement and ± postreading vocabulary task. Comprehension q…
A Longitudinal Study on the Effect of Mode of Reading on Incidental Collocation Learning and Predictors of Learning Gains
This article reports on a longitudinal study on the impact of reading mode on incidental collocation learning and predictors of learning gains. The experiment lasted 11 weeks and involved 118 Vietnamese EFL learners who were assigned to an experimental group and a no‐treatment control group. The experimental group encountered 32 target collocations in three graded readers in three reading modes: reading‐while‐listening, reading with textual input…
Repetition and Incidental Learning of Multiword Units: A Conceptual Multisite Replication Study of Webb, Newton, and Chang (2013)
This multisite study replicates Webb, Newton, and Chang's (2013) study on the effect of repetition on incidental learning of multiword units (MWUs). Even though more researchers have started to investigate MWUs, most data have been collected from university students. Furthermore, the large effect of MWU repetition on learning reported by Webb et al. has not yet been corroborated. Data in our study were collected from two university samples (EFL s…
Incidental lexical mining in task repetition: The role of input, input repetition and individual differences
Gene Technology between Deregulation and Bureaucracy
Gene Technology between Deregulation and Bureaucracy." Interdisciplinary Science Reviews, 19(1), pp. 10–11
The Effect of Task Complexity and Task Conditions on Foreign Language Development and Performance. Three Empirical Studies
It has been argued that tasks constitute a valid alternative unit to sequence the language learning process, as opposed to linguistically defined syllabuses. Implementing this claim presupposes that it is possible to assess the cognitive and linguistic demands of tasks, so that they can be sequenced in such a way that they optimally support and promote the L2 learning process. Knowing what demands a task will make opens up the possibility of usin…
Learning L2 German Vocabulary Through Reading: The Effect of Three Enhancement Techniques Compared
This study investigated three techniques designed to increase the chances that second language (L2) readers look up and learn unfamiliar words during and after reading an L2 text. Participants in the study, 137 college students in Belgium (L1 = Dutch, L2 = German), were randomly assigned to one of four conditions, forming combinations of two between-subject factors: ± prereading test announcement and ± postreading vocabulary task. Comprehension q…
The learning burden of collocations: The role of interlexical and intralexical factors
This study investigates whether congruency (+/– literal translation equivalent), collocate–node relationship (adjective–noun, verb–noun, phrasal-verb–noun collocations), and word length influence the learning burden of EFL learners’ learning collocations at the initial stage of form–meaning mapping. Eighteen collocations were selected on the basis of a pretest. They were divided into 9 congruent and 9 incongruent collocations and into 6 verb–noun…
Editors’ preface
Learning vocabulary through audiovisual input: The differential effect of L1 subtitles and captions
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…
Vocabulary knowledge and listening comprehension at an intermediate level in English and French as foreign languages: An approximate replication study of Stæhr (2009)
The present study aims to replicate Stæhr’s (2009) study on the relationship between vocabulary knowledge and listening comprehension. To explore the generalizability of Stæhr’s findings, two experiments were conducted. However, the study changed the population (Flemish learners) and proficiency level of the materials in the first experiment (intermediate) and also the language in the second experiment (French). Our results generally confirm Stæh…
The effect of out-of-class exposure to English language media on learners’ vocabulary knowledge
The aim of this study is to investigate (1) how often Flemish English-as-a-foreign language learners are exposed to English language media outside of the classroom, (2) whether current out-of-class exposure to English language media is related to learners’ vocabulary knowledge, and (3) whether length of instruction (three or six years), gender, and out-of-class exposure to English language media affect Flemish learners’ vocabulary. Data were coll…
The VocabLab tests: The development of an English and French vocabulary test
This study describes the development of an English and French multiple choice vocabulary test – the VocabLab tests – that measure learners’ knowledge at four frequency levels up to the most frequent 5,000 words: the 2,000-level, 3,000-level, 4,000-level, and the 5,000-level. The two tests aimed to address some of the limitations of tests currently in use. First, they are sampled from recent frequency lists. Second, they are geared towards Dutch-s…
The relationship between vocabulary and viewing comprehension
The Effect of Imagery and On‐Screen Text on Foreign Language Vocabulary Learning From Audiovisual Input
In recent years, an increasing number of studies have focused on learning vocabulary from audiovisual input. They have shown that learners can pick up new words incidentally when watching TV (Peters & Webb, 2018; Rodgers & Webb, 2019). Research has also shown that on‐screen text (first language or foreign language subtitles) might increase learning gains (Montero Perez, Peters, Clarebout, & Desmet, 2014; Winke, Gass, & Sydorenko, 2010). Learning …
Learners’ English Vocabulary Knowledge Prior to Formal Instruction: The Role of Learner‐Related and Word‐Related Variables
This study focused on the mechanisms underlying incidental second language (L2) vocabulary acquisition prior to formal instruction. We designed a cross‐sectional study to examine which learner‐related and word‐related variables affect young learners’ vocabulary knowledge at the level of meaning recognition and meaning recall. We collected data from 616 Flemish children between 10 and 12 years old by using a questionnaire about learners’ extramura…
The Impact of Instruction and Out-of-School Exposure to Foreign Language Input on Learners' Vocabulary Knowledge in Two Languages
This cross-sectional study investigated the impact of length of instruction, out-of-school exposure to foreign language input, and gender on learners' receptive vocabulary knowledge in two foreign languages: French (first foreign language) and English (second foreign language). The findings suggest that, although length of instruction correlated positively with vocabulary knowledge in English and French, the gains remained modest when out-of-scho…
Vocabulary in English Language Learning, Teaching, and Testing in Vietnam: A Review
This review paper aims to provide an overview of vocabulary in English language learning, teaching, and testing in Vietnam. First, we review studies on the vocabulary knowledge of Vietnamese EFL learners. Recent research evaluating different aspects of vocabulary knowledge shows that Vietnamese EFL learners generally have limited knowledge of both single words and formulaic language. Next, we discuss contemporary approaches to teaching vocabulary…
Incidental lexical mining in task repetition: The role of input, input repetition and individual differences
Promoting L2 acquisition of multiword units through textually enhanced audiovisual input: An eye-tracking study
This study examines the effect of textual enhancement on learners’ attention to and learning of multiword units from captioned audiovisual input. We adopted a within-participants design in which 28 learners of English as a foreign language (EFL) watched a captioned video containing enhanced (underlined) and unenhanced multiword units. Using eye-tracking, we measured learners’ online processing of the multiword units as they appeared in the captio…
Incidental Learning of Collocations From Meaningful Input: A Longitudinal Study Into Three Reading Modes and Factors That Affect Learning
This longitudinal study investigates the effect of mode of reading on the incidental learning of collocations and factors that affect learning. One hundred Vietnamese pre-intermediate learners of English as a foreign language (EFL) were assigned to either an experimental group or a control group (no treatment). In 9 weeks, the experimental group read three graded readers containing 32 target collocations in three counterbalanced reading modes: re…
A Longitudinal Study on the Effect of Mode of Reading on Incidental Collocation Learning and Predictors of Learning Gains
This article reports on a longitudinal study on the impact of reading mode on incidental collocation learning and predictors of learning gains. The experiment lasted 11 weeks and involved 118 Vietnamese EFL learners who were assigned to an experimental group and a no‐treatment control group. The experimental group encountered 32 target collocations in three graded readers in three reading modes: reading‐while‐listening, reading with textual input…
Repetition and Incidental Learning of Multiword Units: A Conceptual Multisite Replication Study of Webb, Newton, and Chang (2013)
This multisite study replicates Webb, Newton, and Chang's (2013) study on the effect of repetition on incidental learning of multiword units (MWUs). Even though more researchers have started to investigate MWUs, most data have been collected from university students. Furthermore, the large effect of MWU repetition on learning reported by Webb et al. has not yet been corroborated. Data in our study were collected from two university samples (EFL s…
The effects of typographic enhancement on L2 collocation processing and learning from reading: An eye-tracking study
Collocations have been of considerable interest to applied linguistics and SLA researchers, due to their pervasiveness in language. In corpus research, collocations are broadly defined as pairs of content words like nouns and adjectives that appear more frequently in language than the occurrence frequency of the individual words would predict (Biber et al. 1999). Typical examples in English are heavy rain and strong wind. As conventional forms of…
Lexical coverage in L1 and L2 viewing comprehension
This study aimed to investigate the relationship between lexical coverage and TV viewing comprehension. Previous studies have indicated that 95% to 98% of lexical coverage may be needed for reading comprehension (Hu & Nation, 2000). To understand informal listening passages, lower coverage figures (95%-90%) may suffice. However, no study has researched the lexical coverage needed to understand audiovisual texts. We adopted a counter-balanced with…
Vocabulary knowledge and vocabulary use in writing: A cross-sectional comparison of L2 English and L2 French
This study investigated the lexical proficiency of L2 learners of English and French. The aim of the study was two-fold. First, we examined the cross-sectional differences in productive vocabulary knowledge and vocabulary use between L2 learners in two grades. Second, we investigated the extent to which vocabulary knowledge and grade could predict vocabulary use in writing, operationalized as lexical diversity (moving average type-token ratio), m…
Pretesting effects on incidental L2 vocabulary learning through reading
An increasing number of studies have shown that pretesting L2 word knowledge before a study phase can enhance subsequent learning. However, little is known about pretesting effects in the context of incidental L2 vocabulary acquisition. This study explores the effects of pretesting on L2 vocabulary learning through reading, focusing on the moderating effect of the pretest format. One hundred and forty-three participants were randomly assigned to …
Young learners’ receptive L2 English vocabulary knowledge in relation to extramural English exposure at the onset of formal instruction in Norway
Some young foreign/second language (L2) learners of English hardly know a single English word when starting school instruction. Others know many thanks to extensive English use outside of school, extramural English (EE). By investigating young L2 learners’ vocabulary knowledge at the onset of formal instruction, we can explore what roles EE may have for incidental learning prior to instruction. To date, research has shown that music, digital game…
Linguistics (23 works) · Psychology (23 works) · Second Language Acquisition and Learning (22 works) · Vocabulary (20 works) · Computer Science (17 works) · Cognitive psychology (12 works) · EFL/ESL Teaching and Learning (11 works) · Mathematics education (11 works) · Vocabulary development (8 works) · Communication (7 works)