Effects of Synonym Generation on Incidental and Intentional L2 Vocabulary Learning during Reading

Autor/in	Barcroft, Joe
Titel	Effects of Synonym Generation on Incidental and Intentional L2 Vocabulary Learning during Reading
Quelle	In: TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 43 (2009) 1, S.79-103 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-8322
Schlagwörter	Semantics; Language Proficiency; Intentional Learning; Adult Learning; Adult Students; Vocabulary Development; Incidental Learning; Second Language Learning; Reading Comprehension; English (Second Language); Translation; Recall (Psychology); Measures (Individuals) + Suchen Sie Ihr Suchwort? Semantik; Language skill; Language skills; Sprachkompetenz; Intentionales Lernen; Adulte education; Adult training; Erwachsenenbildung; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Wortschatzarbeit; Inzidentelles Lernen; Zweitsprachenerwerb; Leseverstehen; English as second language; English; Second Language; Englisch als Zweitsprache; Abberufung; Messdaten
Abstract	This study examined effects of synonym generation on second language (L2) vocabulary learning during reading in both incidental and intentional vocabulary learning contexts. Spanish-speaking adult learners of L2 English (N = 114) at low- and high-intermediate proficiency levels read an English passage containing 10 target words translated in the text. Participants were assigned to one of four conditions: (a) Read for meaning only ("incidental"). (b) Read for meaning and try to learn the translated words ("intentional"). (c) Read for meaning and generate Spanish synonyms for the translated words ("incidental + semantic"). (d) Read for meaning, try to learn the 10 translated words, and generate Spanish synonyms for the translated words ("intentional + semantic"). Posttest measures were English-to-Spanish and Spanish-to-English recall of target words. Target word recall was higher when explicit instructions to learn new words were provided and when synonym generation was not required. Negative effects of synonym generation emerged in both the incidental and intentional learning conditions. (Contains 5 tables and 4 figures.) (As Provided).
Anmerkungen	Teachers of English to Speakers of Other Languages, Inc. 700 South Washington Street Suite 200, Alexandria, VA 22314. Tel: 888-547-3369; Tel: 703-836-0774; Fax: 703-836-7864; Fax: 703-836-6447; e-mail: info@tesol.org; Web site: http://www.tesol.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10