Intentional and incidental second-language vocabulary learning: A reappraisal of elaboration, rehearsal and automaticity

By J. Hulstijn. 2001

767 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/2a400d6ed2e5af6249c5c57531b4c4e021c78b36

How researchers see this paper

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

In Developmental and Educational Psychology

1. E. Peters
2. N. Schmitt
3. Masatoshi Sato
4. Bella Rozovski-Roitblat
5. B. Laufer
6. Parveneh Tavakoli
7. E. Macaro
8. Di Zou

In Language and Linguistics

1. Masatoshi Sato
2. E. Peters
3. B. Laufer
4. Bella Rozovski-Roitblat
5. Parveneh Tavakoli
6. N. Schmitt
7. E. Macaro
8. Kazuya Saito

Citations in the corpus

• Computer-mediated glosses in second language reading comprehension and vocabulary learning: A meta-analysis (2008, background): “Thus, incidental vocabulary learning is not part of a task whose objective is to purposely learn new words (Hulstijn, 2001, p. 271).”
• Computer-Assisted Language Learning: Conclusion (2012, unknown): “…& Francis DOI: 10.1080/09588220701745817 behaviouristic/structural CALL, communicative CALL and integrative CALL popularized by Warschauer (1996, 2000), although chronological in part, are largely linked to developments in the theories underlying our practice in CALL, as well as to the…”
• Savings in the Relearning of Second Language Vocabulary: The Effects of Time and Proficiency (2002, background): “Stanovich’s rich-get-richer theme has been further elaborated in vocabulary acquisition in recent work by Hulstijn (2001).”
• CONTEXTUAL WORD LEARNING DURING READING IN A SECOND LANGUAGE (2017, background): “One of the most powerful predictors of CWL is number of encounters with the word (Anderson, 1989; Ellis, 2002; Hulstijn, 2001; Waring & Takaki, 2003).”
• THE EFFECTS OF INFERRING, VERIFYING, AND MEMORIZING ON THE RETENTION OF L2 WORD MEANINGS (2003, background): “Viewed in a wider perspective, the experiment makes clear that actions that are supposed to lead to more (relevant) cognitive activity—“elaboration” (Anderson, 1990) or “search” and “evaluation” (Laufer & Hulstijn, 2001)—do not automatically lead to better retention.”
• Incidental vocabulary learning in classroom communication tasks (2013, background): “A study by Kim (2008) involved partial replication of Laufer and Hulstijn (2001). In this study, adult ESL learners performed various reading and composition tasks seeded with”
• The learning burden of collocations: The role of interlexical and intralexical factors (2016, background): “…to the principle of form-focused (Laufer, 2005) or explicit vocabulary instruction (Schmitt, 2008) since it has been argued that explicit instruction is an optimal approach for initial form–meaning mapping in classroom-based courses (Hulstijn, 2001; Schmitt, 2008), being the focus of this study.”
• Learning L2 German vocabulary through reading: the effect of three enhancement techniques compared (2009, background): “In conclusion, successful L2 vocabulary acquisition is contingent on three factors: finding the meaning of an unfamiliar word (which may produce only a fleeting form of processing), subsequent elaborate processing, and repetition (Hulstijn, 2001).”
• Retention of new words: Quantity of encounters, quality of task, and degree of knowledge (2015, background): “289) and Laufer and Hulstijn, (2001): ‘an activity or action which is carried out as the result of processing or understanding language (i.”
• Vocabulary acquisition through cloze exercises, sentence-writing and composition-writing: Extending the evaluation component of the involvement load hypothesis (2017, methodology): “A number of hypotheses have been proposed to explain word learning, among which one of the most important and powerful is Laufer and Hulstijn’s (2001) involvement load hypothesis.”
• Individual differences, cognitive abilities, aptitude complexes and learning conditions in second language acquisition (2001, background): “…during laboratory studies; e.g., implicit, explicit, incidental and intentional learning conditions (see Robinson, 1996; 1997; De Graaff, 1997; Hulstijn, 1997; 2001); • conditions specified according to principles of L2 learning task design and delivered experimentally, and/or during…”