Beyond raw frequency: Incidental vocabulary acquisition in extensive reading
By Soo-Ok Kweon, Hae-Ri Kim. Reading in a Foreign Language, 2008
164 citations recorded by the source corpus.
Second language vocabulary can be learned incidentally while the learner is engaged in extensive reading or reading for meaning, inferring the meaning of unknown words (Huckin & Coady, 1999; Hulstijn, 1992; Krashen, 1993; Pigada & Schmitt, 2006). 12 Korean learners of English read authentic literary texts and were tested on their knowledge of vocabulary before reading (pretest), immediately after reading (Posttest 1), and 1 month after Posttest 1 (Posttest 2). The results showed a significant word gain between the pretest and Posttest 1 and that most gained words were retained at Posttest 2. Of the 3 different word classes that were used, nouns were a little easier to retain than verbs and adjectives. More frequent words were more easily learned than less frequent words across all 3 word classes. However, words of lower frequency were better learned than words of higher frequency when the meanings of the lower frequency words were crucial for meaning comprehension.
Subfields: Artificial Intelligence, Developmental and Educational Psychology
View Paper: https://www.semanticscholar.org/paper/134e098a050d8a9d7e12e3696ba6eaf3dcf46673
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In Artificial Intelligence
In Developmental and Educational Psychology
Citations in the corpus
- The effectiveness of ER on reading proficiency: A meta-analysis (2016, result): “That is, some of the primary studies included in his meta-analysis were more like obligatory assigned reading of long texts (e.g., Kweon & Kim, 2008; Lao & Krashen, 2000; Lin, 2010) rather than free selective pleasure reading.”