The Effects of Repetition and L1 Lexicalization on Incidental Vocabulary Acquisition

By Chun-Ta Chen, John Truscott. 2010

207 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/580acd2bae1c36e9e90eb9ae1b7b6fec52cd9ce9

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. N. Schmitt
3. Stuart Webb
4. Bella Rozovski-Roitblat
5. A. Chang
6. A. Pellicer‐Sánchez
7. Yanxue Feng
8. B. Laufer

In Language and Linguistics

1. E. Peters
2. N. Schmitt
3. Stuart Webb
4. Bella Rozovski-Roitblat
5. A. Chang
6. Yanxue Feng
7. B. Laufer
8. A. Pellicer‐Sánchez

Citations in the corpus

• Understanding vocabulary acquisition, instruction, and assessment: A research agenda (2019, background): “…number of studies have measured knowledge of multiple components from the framework for various research purposes (e.g. Schmitt, 1998; Webb, 2005; Chen & Truscott, 2010), and generally found that the various measured components were interrelated, but that some appeared to be acquired before…”
• INCIDENTAL VOCABULARY ACQUISITION THROUGH VIEWING L2 TELEVISION AND FACTORS THAT AFFECT LEARNING (2018, background): “…reading texts with the majority of studies showing that vocabulary can be learned incidentally through reading a short text or text excerpt (e.g., Chen & Truscott, 2010; Pellicer-Sánchez, 2016; Rott, 1999; Webb, 2007), a single text or novel (e.g., Day, Omura & Hiramatsu, 1991; Dupuy & Krashen,…”
• The Effects of Repetition on Incidental Vocabulary Learning: A Meta‐Analysis of Correlational Studies (2019, methodology): “The range in number of encounters with target words has varied from study to study: 1–3 (Hulstijn, Hollander, & Greidanus, 1996), 4–8 (Pellicer-Sánchez, 2017), 1–7 (Chen & Truscott, 2010), 2–17 (Horst et al., 1998), 5–54 (Rodgers, 2013), 1–70 (Webb & Chang, 2015), and 1–209 (Saragi et al., 1978).”
• Retention of new words: Quantity of encounters, quality of task, and degree of knowledge (2015, background): “Thus, in Chen and Truscott (2010), seven encounters resulted in meaning recall of 1.”
• The effects of repetition and time of post-test administration on EFL learners’ form recall of single words and collocations (2014, methodology): “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).”
• LEARNING VOCABULARY THROUGH READING, LISTENING, AND VIEWING (2019, background): “Research on L2 incidental vocabulary learning through reading other types of texts has also indicated that more encounters with unfamiliar words is likely to result in greater vocabulary gains (Chen & Truscott, 2010; Rott, 1999; Webb, 2007).”
• HOW DOES PRIOR WORD KNOWLEDGE AFFECT VOCABULARY LEARNING PROGRESS IN AN EXTENSIVE READING PROGRAM? (2015, background): “…has shown that the frequency of encounters with unknown words affects learning; the potential to learn words increases as the number of times words are encountered increases (Chen & Truscott, 2010 ; Horst et al., 1998 ; Pigada & Schmitt, 2006 ; Rott, 1999 ; Waring & Takaki, 2003 ; Webb, 2007 ).”