Exploring Learner Factors in Second Language (L2) Incidental Vocabulary Acquisition through Reading

Autor/inn/en	Zhao, Aiping; Guo, Ying; Biales, Carrie; Olszewski, Arnold
Titel	Exploring Learner Factors in Second Language (L2) Incidental Vocabulary Acquisition through Reading
Quelle	In: Reading in a Foreign Language, 28 (2016) 2, S.224-245 (22 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1539-0578
Schlagwörter	Second Language Learning; Vocabulary Development; Incidental Learning; Foreign Countries; Anxiety; Learning Motivation; Language Proficiency; Mastery Learning; Reading Processes; Reading Strategies; Affective Behavior; Regression (Statistics); English (Second Language); Second Language Instruction; College Students; Likert Scales; Measures (Individuals); Language Tests; Majors (Students); Asians; China + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Wortschatzarbeit; Inzidentelles Lernen; Ausland; Angst; Motivation for studies; Lernmotivation; Language skill; Language skills; Sprachkompetenz; Leseprozess; Reading strategy; Leselernstufe; Lesetechnik; Affective disturbance; Active behaviour; Affektive Störung; Regression; Regressionsanalyse; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Collegestudent; Likert-Skala; Messdaten; Language test; Sprachtest; Asian; Asiat; Asiatin; Asiaten; Asiate
Abstract	This study examined the predictive role of several learner factors in second language (L2) incidental vocabulary acquisition through reading: L2 proficiency, motivation, anxiety, and mastery of strategies. Participants were 129 English learners in a comprehensive university in China. Participants read two English texts and were given an unannounced vocabulary test to assess their incidental vocabulary acquisition. Their levels of motivation, anxiety, and mastery of strategies were measured by three specifically designed instruments that targeted incidental vocabulary acquisition. A multiple linear regression analysis revealed that L2 proficiency, anxiety, and mastery of strategies were positive and significant predictors of incidental vocabulary acquisition, although motivation was not. This confirms the role that learners' linguistic, affective, and cognitive features play in L2 incidental vocabulary acquisition. (As Provided).
Anmerkungen	Reading in a Foreign Language. National Foreign Language Resource Center, 1859 East-West Road #106, University of Hawaii, Honolulu, HI 96822. e-mail: readfl@hawaii.edu; Web site: http://nflrc.hawaii.edu/rfl/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01