Principles guiding vocabulary learning through extensive reading

By Paul Nation. Reading in a Foreign Language, 2015

175 citations recorded by the source corpus.

No description supplied

Subfields: Artificial Intelligence, Developmental and Educational Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/2530ad6e8fcd6ac67b2047c29d0173aa1d77ee59

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Artificial Intelligence

1. E. Peters
2. Yanxue Feng
3. Stuart Webb
4. N. Schmitt
5. A. Pellicer‐Sánchez
6. Irina Elgort
7. B. Laufer
8. Sungmook Choi

In Developmental and Educational Psychology

1. E. Peters
2. Yanxue Feng
3. Stuart Webb
4. N. Schmitt
5. A. Pellicer‐Sánchez
6. Irina Elgort
7. Eva Puimège
8. A. Chang

In Language and Linguistics

1. Yanxue Feng
2. E. Peters
3. Stuart Webb
4. N. Schmitt
5. A. Pellicer‐Sánchez
6. Irina Elgort
7. A. Chang
8. C. Muñoz

Citations in the corpus

• LEARNING VOCABULARY THROUGH READING, LISTENING, AND VIEWING (2019, result): “However, the frequency of occurrence that may indicate that learning may occur in these studies tends to vary from study to study (e.g., Cobb, 2007; Nation, 2015; Webb, 2010).”
• INCIDENTAL VOCABULARY ACQUISITION THROUGH VIEWING L2 TELEVISION AND FACTORS THAT AFFECT LEARNING (2018, background): “Therefore, it is not surprising that researchers have advocated the potential of extensive reading to boost learners’ vocabulary knowledge (Nation, 2015; Schmitt, 2008).”
• Extensive viewing of captioned and subtitled TV series: a study of L2 vocabulary learning by adolescents (2019, unknown): “A total of 120 target items (TIs) (40 each term, 5 per episode) were selected from the series according to (a) frequency of occurrence (between 2 and 14 times within the episode) and (b) low likelihood of being known by participants at this level of proficiency (school teachers were consulted on the”