Learning word pairs and glossed sentences: the effects of a single context on vocabulary knowledge

By Stuart Webb. 2007

201 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/4fc37801a1417de587ac685374b135e796dd1695

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Citations in the corpus

The effects of context on incidental vocabulary learning (2008, methodology): “The effects of repetition on vocabulary knowledge were discussed in Webb (2007a).”
Size and Depth of Vocabulary Knowledge: What the Research Shows (2014, background): “In a series of studies, Webb (2005, 2007a, 2007b), explored the acquisition of 10–20 nonwords by Japanese EFL learners from very small amounts of exposure.”
The Effects of Receptive and Productive Learning of Word Pairs on Vocabulary Knowledge (2009, methodology): “…and Harley 1996, Laufer 1998, Morgan and Oberdeck 1930, Stoddard 1929, Waring 1997a, 1997b), while there appears to be only a small number (Schmitt 1998, 1999; Schmitt and Meara 1997; Webb 2005, 2007a, 2007b, 2007c) that look at both receptive and productive knowledge of other aspects of knowledge.”
Learning L2 collocations incidentally from reading (2017, background): “…the effectiveness of reading for the incidental learning of the form and meaning of unknown single words (e.g. Brown et al., 2008; Horst et al., 1998; PellicerSánchez, 2015; Pellicer-Sánchez & Schmitt, 2010; Pigada & Schmitt, 2006; Rott, 1999; Waring & Takaki, 2003; Webb, 2005, 2007a, 2007b).”
Research into practice: Vocabulary (2011, background): “There is also evidence from research which tests the involvement load hypothesis (Hulstijn & Laufer 2001; Folse 2006; Webb 2007; Kim 2008; Keating 2008) that the amount of vocabulary learning from vocabulary-focused activities is only a small proportion of the words actually studied.”
Form-focused Instruction in Second Language Vocabulary Learning: A Case for Contrastive Analysis and Translation (2008, background): “For additional examples of studies that include at least one FonFs condition, see Prince (1996), Qian (1996), Paribakht and Wesche (1997), Zimmerman (1997), Groot (2000), Kitajima (2001), Boers et al. (2004), Mondria and Wiersma, (2004), and Webb (2005, 2007).”
Review article: Instructed second language vocabulary learning (2008, background): “Horst, Cobb, and Meara (1998) also found that words appearing eight or more times in their study had a reasonable chance of being learned, while Webb (2007b) found that 10 encounters led to sizable learning gains across a number of word knowledge types.”
The Effects of Vocabulary Learning on Collocation and Meaning. (2009, background): “…the number of words that would be needed to encounter the same collocation twice would be much greater than those needed to encounter the same word twice, and research indicates that at least eight encounters are needed to learn a word’s meaning (Horst, Cobb, & Meara; Waring & Takaki; Webb, 2007a).”
The effects of synonymy on second-language vocabulary learning (2007, background): “The effects of the two tasks on the different aspects of vocabulary knowledge are discussed in detail in Webb (2007).”
Task effectiveness and word learning in a second language: The involvement load hypothesis on trial (2008, background): “For relevant papers, see Laufer (2006), de la Fuente (2006), Webb (2007), as well as Qian (1996) and Prince (1996).”
Incidental vocabulary acquisition: The effects of task type, word occurrence and their combination (2011, background): “For additional studies on the effectiveness of learning lists, see Griffin and Harley (1996), Prince (1996), Qian (1996), Laufer and Shmueli (1997), Waring (1997), Mondria (2003), Webb (2007b).”
Deliberate Learning and Vocabulary Acquisition in a Second Language (2011, methodology): “For example, explicit association tasks used in some studies (Horst, Cobb, & Meara, 1998; Webb, 2005, 2007) require considerable reasoning and can involve many types of knowledge, only some of which are made available when a word meaning needs to be accessed online (McRae, de Sa, & Seidenberg,…”
Translation and short-term L2 vocabulary retention: Hindrance or help? (2010, unknown): “…techniques such as: • the learning of word lists (e.g. Carter, 1987), exposure to word glosses (e.g. Jacobs, Dufon, & Cheng, 1994; Yoshii, 2006; Webb, 2007); the keyword mnemonic technique (e.g. Pressley, Levin, & McDaniel, 1987; Wang, Thomas, & Ouellette, 1992; Sagarra & Alba, 2006); •…”