Is Form-Focused Vocabulary Instruction Worthwhile?

By Beniko Mason, S. Krashen. 2004

87 citations recorded by the source corpus.

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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).”
Review article: Instructed second language vocabulary learning (2008, result): “…even the process of being tested on lexical items appears to facilitate better retention, as research designs that include multiple post-tests usually lead to better results on the final delayed post-test than similar designs with fewer or no intermediate post-tests (e.g. Mason and Krashen, 2004).”
Incidental vocabulary acquisition: The effects of task type, word occurrence and their combination (2011, background): “Krashen and colleagues have been advocating reading as the main source of vocabulary learning (Krashen, 1989, 2008; Cho & Krashen, 1994; Mason & Krashen, 2004).”