Acquisition of Three Word Knowledge Aspects through Reading

Autor/in	Daskalovska, Nina
Titel	Acquisition of Three Word Knowledge Aspects through Reading
Quelle	In: Journal of Educational Research, 109 (2016) 1, S.68-80 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2014.918530
Schlagwörter	Vocabulary; Reading; Second Language Learning; Novels; Spelling; Word Frequency; Achievement Gains; Incidental Learning; Secondary School Students; English (Second Language); Foreign Countries; Pretests Posttests; Questionnaires; Control Groups; Experimental Groups; Macedonia + Suchen Sie Ihr Suchwort? Wortschatz; Leseprozess; Lesen; Zweitsprachenerwerb; Novel; Roman; Schreibweise; Word analysis; Frequency; Wortanalyse; Häufigkeit; Achievement gain; Leistungssteigerung; Inzidentelles Lernen; Sekundarschüler; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Fragebogen
Abstract	A number of studies have shown that second or foreign language learners can acquire vocabulary through reading. The aim of the study was to investigate (a) the effects of reading an authentic novel on the acquisition of 3 aspects of word knowledge: spelling, meaning, and collocation; (b) the influence of reading on the acquisition of partial and deeper knowledge of the words; and (c) the relationship between word frequency and learning gains. The results show that there was significant improvement in all three aspects of word knowledge. The measuring instrument detected greater partial than deeper knowledge gains in word meanings and collocations. The greatest learning gains in all three aspects of word knowledge were demonstrated for the words that occurred between 11 and 20 times in the text. The findings suggest that incorporation of extensive reading into language learning programs can contribute to significant improvement of learners' vocabulary knowledge. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01