Modeling the Role of Second Language Proficiency and Topic Familiarity in Second Language Incidental Vocabulary Acquisition Through Reading

By D. Pulido. 2003

190 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/53bb79157dc9019dffca91862fddcc870b3eed11

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In Cognitive Neuroscience

In Developmental and Educational Psychology

Citations in the corpus

Language awareness and second language pronunciation: a classroom study (2010, unknown): “3 In this sense, our ﬁndings call to mind the results of research on the Matthew effect in the development of reading skills in both L1 (e.g. Stanovich, 1986) and L2 (e.g. Pulido, 2003).”
Computer-mediated glosses in second language reading comprehension and vocabulary learning: A meta-analysis (2008, background): “Pulido (2003) found that knowledge of sight vocabulary was signiﬁcantly correlated with incidental L2 vocabulary gains from reading and in a recent study, learners with stronger sight vocabularies learned even more new words (Pulido, 2007).”
The effects of cultural familiarity on reading comprehension (2009, background): “With regard to the first question, the results confirmed what has been widely acknowledged as the positive effect of background knowledge and cultural familiarity on reading comprehension (e.g., Alderson, 2000; Alptekin, 2006; Ketchum, 2006; Oller, 1995; Pulido, 2003; Steffensen et al., 1979).”
The Relationship between Depth of Vocabulary Knowledge and L2 Learners' Lexical Inferencing Strategy Use and Success (2004, background): “In another study with L2 learners, Pulido (2003) found that knowledge of sight vocabulary was significantly correlated with measures of incidental vocabulary gains from reading.”
The effects of word exposure frequency and elaboration of word processing on incidental L2 vocabulary acquisition through reading (2012, background): “As studies on incidental word learning and word inferencing strategies suggest (Nassaji, 2006; Pulido, 2003, 2007), one of these variables may be the kind and amount of attention an unfamiliar word receives, and how intensively the reader engages in establishing form–meaning relationships.”