Incidental Vocabulary Acquisition: The Effects of Task Type, Word Occurrence and Their Combination

Autor/inn/en	Laufer, Batia; Rozovski-Roitblat, Bella
Titel	Incidental Vocabulary Acquisition: The Effects of Task Type, Word Occurrence and Their Combination
Quelle	In: Language Teaching Research, 15 (2011) 4, S.391-411 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-1688
DOI	10.1177/1362168811412019
Schlagwörter	Dictionaries; Vocabulary Development; Incidental Learning; Second Language Learning; Second Language Instruction; Teaching Methods; Instructional Materials; Retention (Psychology); Grammar; Recall (Psychology); Language Tests; Questionnaires; English for Academic Purposes; English (Second Language); College Students + Suchen Sie Ihr Suchwort? Dictionary; Wörterbuch; Wortschatzarbeit; Inzidentelles Lernen; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Merkfähigkeit; Grammatik; Abberufung; Language test; Sprachtest; Fragebogen; English as second language; English; Second Language; Englisch als Zweitsprache; Collegestudent
Abstract	We investigated how long-term retention of new words was affected by task type, number of word occurrences in the teaching materials and the combination of the two factors. The tasks were: reading a text with occasional Focus on Form when learners used dictionaries (T+F), or reading a text with Focus on Forms, i.e. word focused exercises (T+Fs). The words occurred 2-3, 4-5, and 6-7 times. Consequently, there were six conditions that reflected the 2 x 3 "task x occurrence" combinations. Learners were exposed to 60 target words, 10 words in each condition during a 13-week course of study, and were subsequently tested on them by two unannounced tests: passive recall and passive recognition. An increase in word occurrence was found to have an effect on retention in T+Fs only. Starting with 4 occurrences, T+Fs fared better than T+F. Task type effect was superior to the effect of word occurrence in recall only (2 word exercises fared better than 6-7 occurrences in text). The value of word-focused practice was also confirmed by learners' responses to an introspective questionnaire. (Contains 4 figures, 11 tables and 4 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10