Acquiring Vocabulary through Reading: Effects of Frequency and Contextual Richness

By Rick Zahar, T. Cobb, N. Spada. 2001

349 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/3389d28ca15a375fdf1bb4e7708dc0d12a82a3b0

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. Stuart Webb
3. N. Schmitt
4. A. Pellicer‐Sánchez
5. A. Chang
6. Parveneh Tavakoli
7. Johannes Eckerth
8. Bella Rozovski-Roitblat

In Language and Linguistics

1. E. Peters
2. N. Schmitt
3. Stuart Webb
4. A. Pellicer‐Sánchez
5. Bella Rozovski-Roitblat
6. A. Chang
7. Parveneh Tavakoli
8. Johannes Eckerth

In Literature and Literary Theory

1. E. Peters
2. N. Schmitt
3. Stuart Webb
4. A. Pellicer‐Sánchez
5. Bella Rozovski-Roitblat
6. Susanne Rott
7. Jessica Williams
8. Parveneh Tavakoli

Citations in the corpus

• LEARNING VOCABULARY THROUGH READING, LISTENING, AND VIEWING (2019, result): “This is supported by earlier studies that have found positive correlations between prior vocabulary knowledge and vocabulary gain through reading (Horst et al., 1998; Tekmen & Daloglu, 2006; Zahar et al., 2001) and viewing (Peters & Webb, 2018).”
• HOW DOES PRIOR WORD KNOWLEDGE AFFECT VOCABULARY LEARNING PROGRESS IN AN EXTENSIVE READING PROGRAM? (2015, background): “In answer to the fi rst research question, the results indicated that the higher level participants had signifi cantly larger relative gains than the low-level participants in both terms; these results support the fi ndings of earlier studies (Horst et al., 1998 ; Zahar et al., 2001 ).”
• INCIDENTAL L2 VOCABULARY ACQUISITION FROM AND WHILE READING (2015, methodology): “Using the Vocabulary Levels Test format (Nation, 1983 ), Zahar, Cobb, and Spada ( 2001 ) found that their English as a L2 (ESL) participants learned about 8% of the target vocabulary from Incidental Vocabulary Acquisition from Reading 99 reading a story.”
• Review article: Instructed second language vocabulary learning (2008, background): “For example, Zahar, Cobb, and Spada (2001) suggest that the number of encounters needed to learn a word might depend on the proficiency level of the learners, because more advanced learners who know more words seem to be able to acquire new words in fewer encounters.”
• The effect of multiple-choice L1 glosses and input-output cycles on lexical acquisition and retention (2002, methodology): “This procedure has been used by several ESL studies (e.g., Zahar et al., 2001).”
• Comparing Focus on Form and Focus on Forms in Second-Language Vocabulary Learning. (2006, background): “But studies on incidental vocabulary learning from reading report very small gains of about one to five words per text (Day et al., 1991; Horst et al., 1998; Hulstijn, 1992; Knight, 1994; Paribakht & Wesche, 1997; Pitts, White, & Krashen, 1989; Waring, 2003; Zahar et al., 2001).”
• Processing glosses: A qualitative exploration of how form-meaning connections are established and strengthened (2005, positive): “Studies found a relationship between frequency of exposure and acquisition, in particular for beginning learners (Zahar et al., 2001), with sizable RFL 17.2 – Processing glosses http://nflrc.hawaii.edu/rfl 118 learning gains for words that appeared at least eight (Horst et al., 1998) or more times…”
• The effects of word exposure frequency and elaboration of word processing on incidental L2 vocabulary acquisition through reading (2012, background): “Significant strands of research have explored the effects of word exposure frequency (Rott, 2007; Waring and Takaki, 2003; Zahar et al., 2001), word enhancement (Han et al., 2008; Watanabe, 1997; Yoshi, 2006) and active translation of new words (Hummel, 2010), as well as the effects of learners’…”
• The Effects of Repetition on Incidental Vocabulary Learning: A Meta‐Analysis of Correlational Studies (2019, methodology): “Beyond a certain point in vocabulary growth, learners may be able to acquire L2 words in fewer encounters and need not receive as many encounters as learners with smaller vocabulary sizes (Zahar et al., 2001).”
• The effects of repetition and time of post-test administration on EFL learners’ form recall of single words and collocations (2014, methodology): “Zahar, Cobb, and Spada (2001) employed a similar design as the Horst et al. study.”