HOW DOES PRIOR WORD KNOWLEDGE AFFECT VOCABULARY LEARNING PROGRESS IN AN EXTENSIVE READING PROGRAM?

By Stuart Webb, A. Chang. Studies in Second Language Acquisition, 2015

131 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/7f3156d9f3d17e7c95b2ca44af5f9f208e40af42

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Artificial Intelligence

1. Yanxue Feng
2. Niousha Pavia
3. Farahnaz Faez
4. Stuart Webb
5. C. Muñoz
6. G. Pujadas
7. N. Schmitt
8. A. Pellicer‐Sánchez

In Developmental and Educational Psychology

1. Yanxue Feng
2. C. Muñoz
3. G. Pujadas
4. Farahnaz Faez
5. Niousha Pavia
6. Stuart Webb
7. N. Schmitt
8. E. Peters

Citations in the corpus

• LEARNING VOCABULARY THROUGH READING, LISTENING, AND VIEWING (2019, background): “Research has shown that extensive reading is an effective approach for L2 learners to increase their vocabulary knowledge (Horst, 2005; Pigada & Schmitt, 2006; Webb & Chang, 2015b).”
• INCIDENTAL VOCABULARY LEARNING THROUGH LISTENING TO SONGS (2019, background): “Studies have demonstrated that repeated encounters with targeted vocabulary items can foster vocabulary acquisition (Horst, Cobb, &Meara, 1998; Peters, Heynen, & Puimège, 2016; Webb & Chang, 2015b).”
• Extensive viewing of captioned and subtitled TV series: a study of L2 vocabulary learning by adolescents (2019, background): “It also appears that learners with larger vocabulary knowledge perform better than learners with smaller vocabularies (Horst, Cobb and Meara 1998; Peter and Webb 2018; Webb and Chang 2015a), suggesting that more proficient participants will normally perform better (‘the rich get richer’ effect).”