Vocabulary Acquisition in a Second Language: Do Learners Really Acquire Most Vocabulary by Reading? Some Empirical Evidence

By B. Laufer. 2003

457 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/667377cede8fbed57e6b91b0385294c181dcc833

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In Developmental and Educational Psychology

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Citations in the corpus

Vocabulary learning through reading: Does an ELT course book provide good opportunities? (2010, background): “…suggesting a positive role for extensive reading in second language development, including vocabulary development (Horst, 2005; Lee, 2007), particularly when the extensive reading occurs in conjunction with other language-rich learning activities such as intensive reading (see Laufer, 2003).”
INCIDENTAL VOCABULARY LEARNING THROUGH LISTENING TO SONGS (2019, background): “However, when learning a second language (L2) in non-English-speaking communities where individuals are not naturally exposed to large quantities of L2 input, deliberate teaching and learning of the L2 may be responsible for the majority of L2 vocabulary learning (Laufer, 2003).”
CONTEXTUAL WORD LEARNING DURING READING IN A SECOND LANGUAGE (2017, background): “This scenario is more plausible in L2 reading (Laufer, 2003), because lexical representations of L2 words (even those considered known) are less precise than in L1.”
Comparing the effect of teacher codeswitching with English-only explanations on the vocabulary acquisition of Chinese university students: A Lexical Focus-on-Form study (2012, background): “Laufer (2003) argues that to build up an adequate L2 lexicon entirely through, for example, reading for pleasure, takes too long and, in her (Laufer, 2009) assessment of vocabulary acquisition research, demonstrates the superiority of various types of intentional learning over incidental learning.”
Words as Tools: Learning Academic Vocabulary as Language Acquisition (2012, background): “tional Leadership, 65(7), 54–58. Zwiers, J. (2007). Teacher practices and perspectives for developing”
Task effectiveness and word learning in a second language: The involvement load hypothesis on trial (2008, background): “• Using new words to write original sentences (strong evaluation) is more effective than reading new words glossed in three sample sentences (Webb, 2005, Experiment 2), or reading a text for comprehension (no evaluation), regardless of whether new words are glossed (no search) or looked up (search) ”
The Importance of SES, Home and School Language and Literacy Practices, and Oral Vocabulary in Bilingual Children’s English Reading Development (2014, result): “These findings are consistent with prior research that has documented the important role that both Spanish and English oral vocabulary play in reading comprehension for ELLs (Droop & Verhoeven, 2003; Laufer, 2003; Proctor et al., 2005; Nakamoto et al., 2008; Swanson, Rosston, Gerber, & Solari, 2008)”
INCREASING READING INPUT IN JAPANESE HIGH SCHOOL EFL CLASSROOMS: AN EMPIRICAL STUDY EXPLORING THE EFFICACY OF EXTENSIVE READING (2007, background): “Research shows evidence of incidental vocabulary learning while reading; however, it is debatable whether it is effective or even possible at beginning levels as in this study (Coady, 1997; Laufer, 2003).”
Developing Reading Comprehension and Academic Vocabulary for English Language Learners Through Science Content: A Formative Experiment (2011, background): “Models of explicit vocabulary instruction have also been prevalent in the teaching of English as a foreign language (EFL; Laufer, 2003; Nation, 2001) where the use of vocabulary flashcards has been shown to be beneficial for development of oral skills and reading in the second language of adult and ”
Translation and short-term L2 vocabulary retention: Hindrance or help? (2010, unknown): “…& Ouellette, 1992; Sagarra & Alba, 2006); • learning words in a discourse context (e.g. Nation & Coady, 1988; Nagy, 1997; Horst, Cobb, & Meara, 1998; Laufer, 2003); Corresponding author Kirsten M. Hummel, Départment de langues, linguistique et traduction, Laval University, 2325 rue de…”
A framework for developing EFL reading vocabulary (2005, background): “Using Nation and Wang's (1999) data, Laufer (2003) estimated that learners would need to read about nine high level graded readers (200,000 running words of text) to learn 108 words.”
Second Language Vocabulary Growth (2012, background): “Native speakers may learn approximately 1,000 word families per year until they are 20 (Goulden, Nation, and Read, 1990). Surprisingly, little is known about vocabulary growth for non-native speakers. However, it would not be realistic to expect L1 and L2 vocabulary growth to be similar due to the d”
How much input do you need to learn the most frequent 9,000 words? (2014, background): “Laufer (2003) questions whether learners of English as a foreign language in fact learn much vocabulary through reading.”
Vocabulary acquisition through cloze exercises, sentence-writing and composition-writing: Extending the evaluation component of the involvement load hypothesis (2017, background): “…correlation between the study time and the subsequent retention (e.g. Erten & Tekin, 2008; Nakata, 2008); some noted a positive correlation (e.g. Folse, 2006; Keating, 2008); while others have argued that time-on-task had no relation to task effectiveness (e.g. Chen, 2002; Hill & Laufer, 2003).”