Pengchong Zhang
Biographic Data
| ID | 3843850 |
|---|---|
| NAME | Pengchong Zhang |
| GIVEN NAMES | Pengchong |
| FAMILY NAME | Zhang |
| SIGNATURE | ZHANG P |
| AFFILIATIONS | University of Reading |
| ORCID | 0000-0002-2136-4984 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 3 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Pre-task planning in L2 writing
Bridging barriers
Visual impairment (VI) affects around 2.2 billion people globally (World Health Organization, 2019). VI language learners need strong vocabulary knowledge as much as sighted (SI) learners, yet little is known about how different instruction types impact their vocabulary development. In this study, 16 VI and 16 SI learners of English were taught 60 vocabulary items counterbalanced through two aural input methods: codeswitching (CS), giving first l…
Literature and second language vocabulary learning
This study considers the relative benefits for vocabulary learning of exposure to two types of texts—literary or nonliterary—used with two teaching approaches. These approaches were termed functional and creative , respectively. In the former, learners’ attention was drawn to factual information and linguistic features in order to develop their linguistic knowledge. In the latter, the aim was to stimulate learners’ personal and emotional response…
Learning vocabulary through listening
This study explored the strategy use of 12 high-school learners of English within a vocabulary teaching intervention which exposed three groups of learners to one of three types of oral vocabulary explanations: L2 explanations; codeswitched explanations (CS); and contrastive focus-on-form explanations (CFoF) giving cross-linguistic information. Unlike previous studies of vocabulary interventions, which have tended to focus solely on quantitative …
Multimedia enhanced vocabulary learning
This study explored the effects of different types of input (verbal-only vs. verbal plus content-related nonverbal vs. verbal plus paralinguistic-related nonverbal) on vocabulary learning from multimedia. It also investigated how learning was moderated by three learner-related factors (prior vocabulary size, phonological short-term memory (PSTM) capacity, and comprehension of the input). Forty-three English learners of French first completed a Fr…
Learning Vocabulary Through Listening
This study explored the impact of preexisting vocabulary knowledge (PVK) and listening proficiency on the vocabulary learning through listening of 137 Chinese learners of English, when provided with three types of oral vocabulary explanations-second language (L2), codeswitching (CS), and contrastive focus-on-form (CFoF)-and when no explanations (NE) were provided (extending Zhang & Graham, 2019). Listening proficiency was a more important factor …
Learning Vocabulary Through Listening
This study explored the impact of preexisting vocabulary knowledge (PVK) and listening proficiency on the vocabulary learning through listening of 137 Chinese learners of English, when provided with three types of oral vocabulary explanations-second language (L2), codeswitching (CS), and contrastive focus-on-form (CFoF)-and when no explanations (NE) were provided (extending Zhang & Graham, 2019). Listening proficiency was a more important factor …
Multimedia enhanced vocabulary learning
This study explored the effects of different types of input (verbal-only vs. verbal plus content-related nonverbal vs. verbal plus paralinguistic-related nonverbal) on vocabulary learning from multimedia. It also investigated how learning was moderated by three learner-related factors (prior vocabulary size, phonological short-term memory (PSTM) capacity, and comprehension of the input). Forty-three English learners of French first completed a Fr…
Learning Vocabulary Through Listening
This study explored the impact of preexisting vocabulary knowledge (PVK) and listening proficiency on the vocabulary learning through listening of 137 Chinese learners of English, when provided with three types of oral vocabulary explanations-second language (L2), codeswitching (CS), and contrastive focus-on-form (CFoF)-and when no explanations (NE) were provided (extending Zhang & Graham, 2019). Listening proficiency was a more important factor …
Literature and second language vocabulary learning
This study considers the relative benefits for vocabulary learning of exposure to two types of texts—literary or nonliterary—used with two teaching approaches. These approaches were termed functional and creative , respectively. In the former, learners’ attention was drawn to factual information and linguistic features in order to develop their linguistic knowledge. In the latter, the aim was to stimulate learners’ personal and emotional response…
Learning vocabulary through listening
This study explored the strategy use of 12 high-school learners of English within a vocabulary teaching intervention which exposed three groups of learners to one of three types of oral vocabulary explanations: L2 explanations; codeswitched explanations (CS); and contrastive focus-on-form explanations (CFoF) giving cross-linguistic information. Unlike previous studies of vocabulary interventions, which have tended to focus solely on quantitative …
Multimedia enhanced vocabulary learning
This study explored the effects of different types of input (verbal-only vs. verbal plus content-related nonverbal vs. verbal plus paralinguistic-related nonverbal) on vocabulary learning from multimedia. It also investigated how learning was moderated by three learner-related factors (prior vocabulary size, phonological short-term memory (PSTM) capacity, and comprehension of the input). Forty-three English learners of French first completed a Fr…
Pre-task planning in L2 writing
Bridging barriers
Visual impairment (VI) affects around 2.2 billion people globally (World Health Organization, 2019). VI language learners need strong vocabulary knowledge as much as sighted (SI) learners, yet little is known about how different instruction types impact their vocabulary development. In this study, 16 VI and 16 SI learners of English were taught 60 vocabulary items counterbalanced through two aural input methods: codeswitching (CS), giving first l…
Second Language Acquisition and Learning (5 works) · Vocabulary (5 works) · EFL/ESL Teaching and Learning (4 works) · Linguistics (4 works) · Psychology (4 works) · Vocabulary Learning (4 works) · Active listening (3 works) · Mathematics education (3 works) · Vocabulary development (3 works) · Communication (2 works)