Learning L2 German vocabulary through reading: the effect of three enhancement techniques compared

By E. Peters, J. Hulstijn, Lies Sercu *, M. Lutjeharms. 2009

153 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/4e940839f933eaa7c68848a91d3ba96911d92abe

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. B. Laufer
3. Bella Rozovski-Roitblat
4. Stuart Webb
5. N. Schmitt
6. Parveneh Tavakoli
7. Johannes Eckerth
8. Takumi Uchihara

In Developmental and Educational Psychology

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

In Language and Linguistics

1. E. Peters
2. Bella Rozovski-Roitblat
3. Stuart Webb
4. B. Laufer
5. Parveneh Tavakoli
6. Johannes Eckerth
7. N. Schmitt
8. Takumi Uchihara

Citations in the corpus

• Learning German formulaic sequences: the effect of two attention-drawing techniques (2012, background): “In other words, students allocate their attentional resources in function of the specificity of the task they have to perform’ (Peters et al. 2009, 143).”
• The Effects of Repetition on Incidental Vocabulary Learning: A Meta‐Analysis of Correlational Studies (2019, background): “We also acknowledge that there was no control over the variability of intentional learning across individuals, and we considered incidental vocabulary learning as a methodological rather than a theoretical construct (Hulstijn, 2003; Peters et al., 2009).”
• THE EFFECTS OF INPUT ENHANCEMENT ON GRAMMAR LEARNING AND COMPREHENSION (2013, background): “…Hulstijn, Sercu, & Lutjeharms, 2009 ); (d) the task directions provided by the instructors, which may be related to task motivation (Peters, 2007 ; Peters et al., 2009 ); (e) the level of a passage’s comprehensibility relative to the learner’s profi ciency (Wong, 2003 ); (f) the length of the…”
• Incidental vocabulary acquisition: The effects of task type, word occurrence and their combination (2011, methodology): “A reading activity followed by post-reading word-focused activities was more effective than consulting a dictionary while reading (Peters, 2006; Peters et al., 2009).”
• The effects of word exposure frequency and elaboration of word processing on incidental L2 vocabulary acquisition through reading (2012, background): “Accounting for the deficiencies of the ‘input only’ model of word learning through extensive reading only (Krashen, 1993; Mason and Krashen, 2004), research has suggested an alternative ‘input plus’ position (Hulstijn et al., 1996; Peters et al., 2009, p. 114).”