The Effects of Repetition on Vocabulary Knowledge

By Stuart Webb. 2007

753 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/15b3ea38985bd027cd4e49803079ef9688d58d0c

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In Developmental and Educational Psychology

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Citations in the corpus

The effects of word exposure frequency and elaboration of word processing on incidental L2 vocabulary acquisition through reading (2012, background): “However, as Webb (2007) shows, there is no set number of repetitions that will ensure vocabulary learning, as ‘the effects of context and other variables have a very strong influence on the number of repetitions needed to gain knowledge of a word’ (Webb, 2007, p. 63).”
Narrow Viewing: The Vocabulary in Related Television Programs (2011, methodology): “3 million word corpus created for this study was more than 5 times the size of the television corpus analyzed in Webb and Rodgers' (2009b) study.”
INCIDENTAL VOCABULARY LEARNING THROUGH LISTENING TO SONGS (2019, background): “Earlier studies of incidental vocabulary learning have indicated that frequency of occurrence contributes to incidental vocabulary learning from other sources of input including reading texts (Webb, 2007) and listening to passages (Van Zeeland & Schmitt, 2013b).”
Retention of new words: Quantity of encounters, quality of task, and degree of knowledge (2015, background): “(For studies on the effect of multiple encounters, see Nation & Wang, 1999; Pigada & Schmitt, 2006; Waring & Takaki, 2003; Webb, 2007, and for examples of the effect of vocabulary activities, see Hulstijn & Laufer, 2001; Keating, 2008; Kim, 2008; Peters, 2007; Pichette, De Serres, & Lafontaine,…”
How much input do you need to learn the most frequent 9,000 words? (2014, background): “This fits with Vidal (2011) and Webb (2007a, 2007b), but according to Waring and Takaki (2003) and Brown, Waring, and Donkaewbua (2008) may be a bit too few.”
INCIDENTAL VOCABULARY ACQUISITION THROUGH VIEWING L2 TELEVISION AND FACTORS THAT AFFECT LEARNING (2018, background): “For example, Pellicer-Sánchez and Schmitt showed that to learn meaning recognition one encounter might suffice, whereas Webb (2007) found that to gain productive knowledge of words a greater number of encounters were needed than to gain receptive knowledge.”
VOCABULARY KNOWLEDGE AND ADVANCED LISTENING COMPREHENSION IN ENGLISH AS A FOREIGN LANGUAGE (2009, background): “Frameworks that specify multiple components of word knowledge (e.g., Nation, 1990 , 2001 ) have then served as the theoretical underpinning for studies that address learners’ depth of vocabulary knowledge (e.g., Schmitt, 1998 , 1999 ; Schmitt & Meara, 1997 ; Webb, 2005 , 2007 ).”
The effects of context on incidental vocabulary learning (2008, methodology): “The effects of repetition on vocabulary knowledge were discussed in Webb (2007a).”
Extensive Viewing: Language Learning Through Watching Television (2015, background): “Frequent encounters with topic-related words also has a positive effect on vocabulary learning because repetition with the same words increases the potential for vocabulary learning (Webb, 2007).”
The Effects of Repetition on Incidental Vocabulary Learning: A Meta‐Analysis of Correlational Studies (2019, methodology): “to further explore the role that repetition plays in incidental learning with L2 learners (Brown et al., 2008; Horst et al., 1998; Malone, 2018; Pellicer-Sánchez & Schmitt, 2010; Peters & Webb, 2018; Pigada & Schmitt, 2006; Rott, 1999; Waring & Takaki, 2003; Webb, 2007; Webb & Chang, 2015; Webb, New”
Incidental vocabulary acquisition through L2 listening: A dimensions approach (2013, methodology): “A format was used similar to that of Webb (2005, 2007).”
The effects of repetition and time of post-test administration on EFL learners’ form recall of single words and collocations (2014, methodology): “Email: elke.peters@arts.kuleuven.be of the) word will be acquired (Chen & Truscott, 2010; Eckerth & Tavakoli, 2012; Laufer & Rozovski-Roitblat, 2011; Rott, 1999; Waring & Takaki, 2003; Webb, 2007).”
The Effects of Repetition and L1 Lexicalization on Incidental Vocabulary Acquisition (2010, methodology): “Receptive knowledge of parts of speech (RP) The sixth test corresponded to Webb’s (2007) test of receptive knowledge of grammatical function.”
The Effects of Vocabulary Learning on Collocation and Meaning. (2009, background): “…the number of words that would be needed to encounter the same collocation twice would be much greater than those needed to encounter the same word twice, and research indicates that at least eight encounters are needed to learn a word’s meaning (Horst, Cobb, & Meara; Waring & Takaki; Webb, 2007a).”
Second language vocabulary learning through extensive reading with audio support: How do frequency and distribution of occurrence affect learning? (2015, methodology): “Saragi et al. (1978) found a correlation of .34, Horst et al. (1998) reported a correlation of .49, Vidal (2011) found a correlation of .47, and Webb (2007) reported correlations of .43 and .23 for recall and recognition of meaning, respectively.”