The effects of word exposure frequency and elaboration of word processing on incidental L2 vocabulary acquisition through reading

By Johannes Eckerth, Parveneh Tavakoli. 2012

156 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/45dcce6571e6a701c44b2b421617e9ee36474073

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. Di Zou
2. E. Peters
3. A. Pellicer‐Sánchez
4. Sungmook Choi

In Developmental and Educational Psychology

1. Di Zou
2. E. Peters
3. Stuart Webb
4. A. Pellicer‐Sánchez
5. Eva Puimège
6. N. Schmitt
7. Sungmook Choi

Citations in the corpus

• The effects of repetition and time of post-test administration on EFL learners’ form recall of single words and collocations (2014, background): “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).”
• Vocabulary acquisition through cloze exercises, sentence-writing and composition-writing: Extending the evaluation component of the involvement load hypothesis (2017, background): “For example, Hulstijn and Laufer (2001), Beal (2007), Keating (2008), Kim (2008), Huang, Willson, and Eslami (2012), Eckerth and Tavakoli (2012), and Mármol and Sánchez-Lafuente (2013) all noted that cloze-exercises (need +, search –, evaluation +) were less effective than writing tasks (need +,…”