A Comparative Study between the Effectiveness of Reading-Only Condition and Reading-While-Listening Condition in Incidental Vocabulary Acquisition

Autor/inn/en	Hossain, Md. Didar; Hasan, Md. Kamrul
Titel	A Comparative Study between the Effectiveness of Reading-Only Condition and Reading-While-Listening Condition in Incidental Vocabulary Acquisition
Quelle	In: Journal of Language and Linguistic Studies, 18 (2022), S.277-298 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Hossain, Md. Didar) ORCID (Hasan, Md. Kamrul)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-578X
Schlagwörter	Incidental Learning; Vocabulary Development; Reading Processes; Listening Comprehension; Foreign Countries; Teaching Methods; Instructional Effectiveness; Word Frequency; Second Language Learning; Second Language Instruction; English (Second Language); Undergraduate Students; Recall (Psychology); Grammar; Phrase Structure; Computer Science Education; Engineering Education; Educational Benefits; Bangladesh + Suchen Sie Ihr Suchwort? Inzidentelles Lernen; Wortschatzarbeit; Leseprozess; Hörverständnis; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Word analysis; Frequency; Wortanalyse; Häufigkeit; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Abberufung; Grammatik; Phrasenstruktur; Computer science lessons; Informatikunterricht; Ingenieurausbildung; Bildungsertrag; Bangladesch
Abstract	Vocabulary knowledge is very crucial for learners who want to be competent in a language. Vocabulary knowledge means having the knowledge of or command over words of a language and their usages in real-life contexts. Vocabulary knowledge can be gained incidentally and intentionally. The paper compares the effectiveness of the reading-only condition and reading-while-listening condition in incidental vocabulary acquisition. It seeks to find out whether students acquire more vocabulary knowledge by reading a text only or reading the text while listening to it. It also disseminates the effect of word exposure frequency. By applying four vocabulary tests, it proves that learners can gain vocabulary knowledge in both the conditions; but the reading-while-listening condition can result in more gain of vocabulary knowledge. The paper also shows that the more the number of encounters with words in context, the more the vocabulary gains. Studies with students from different levels of education and gender based studies can be conducted. This is a pioneering study on this topic in Bangladesh, so the paper will pave a way for the researchers who want to work on the same topic. (As Provided).
Anmerkungen	Journal of Language and Linguistic Studies. Hacettepe Universitesi, Egitim Fakultesi B Blok, Yabanci Diller Egitimi Bolumu, Ingiliz Dili Egitimi Anabilim Dali, Ankara 06800, Turkey. e-mail: jllsturkey@gmail.com; Web site: http://www.jlls.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01