A Comparison of the Effects of Reading and Listening on Incidental Vocabulary Acquisition

By Karina Vidal. 2011

352 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/3311ea9142557a6d413ff821af36283ea4062bcc

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. Stuart Webb
3. Irina Elgort
4. Yanxue Feng
5. A. Chang
6. Takumi Uchihara
7. Akifumi Yanagisawa
8. Niousha Pavia

In Developmental and Educational Psychology

1. Stuart Webb
2. E. Peters
3. N. Schmitt
4. Irina Elgort
5. A. Chang
6. Yanxue Feng
7. Marc Brysbaert
8. Farahnaz Faez

Citations in the corpus

• LEARNING VOCABULARY THROUGH READING, LISTENING, AND VIEWING (2019, methodology): “…contrasts earlier findings indicating that a word is more likely to be learned if encountered more times in written texts (Brown et al., 2008; Waring & Takaki, 2003), in spoken texts (Brown et al., 2008; Vidal, 2011), and in viewing television programs (Peters & Webb, 2018; Rodgers & Webb, 2019).”
• INCIDENTAL VOCABULARY ACQUISITION THROUGH VIEWING L2 TELEVISION AND FACTORS THAT AFFECT LEARNING (2018, methodology): “The input modality could also offer an explanation why our findings differ from Vidal (2011).”
• CONTEXTUAL WORD LEARNING DURING READING IN A SECOND LANGUAGE (2017, background): “By contrast, at least six encounters are needed for a word to be learned from reading paragraphs or short texts (Rott, 1999; Vidal, 2011).”
• 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.”
• INCIDENTAL VOCABULARY LEARNING THROUGH LISTENING TO SONGS (2019, background): “INCIDENTAL VOCABULARY LEARNING THROUGH LISTENING Prior to entering formal schooling, vocabulary development in children is dependent on listening (Vidal, 2011).”
• Incidental Vocabulary Learning in Second Language Acquisition: A Literature Review (2015, background): “In contrast, listening was found to be of improvement for vocabulary retention in advanced L2 learners (Vidal, 2011).”
• How much input do you need to learn the most frequent 9,000 words? (2014, background): “The amount of repetition of words typically correlates with the chance of them being learned at around .45 (Saragi, Nation, & Meister, 1978; Vidal, 2011) and is the major factor affecting vocabulary learning from reading (Vidal, 2011).”
• The Effects of Repetition on Incidental Vocabulary Learning: A Meta‐Analysis of Correlational Studies (2019, background): “A follow-up study (Vidal, 2011) found a relatively high correlation for a listening group (r = .”