The Effect of Type of Written Exercise on L2 Vocabulary Retention

By K. Folse. 2006

358 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Developmental and Educational Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/8e5e42e91546bb1f1b60d1d07b80245f4a319752

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In Artificial Intelligence

In Developmental and Educational Psychology

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Citations in the corpus

Incidental vocabulary learning in a natural reading context: an eye-tracking study (2017, result): “Consistent with previous research (e.g., Elgort & Warren, 2014; Folse, 2006; Pellicer-Sánchez, 2015; Waring & Takaki, 2003; Webb, 2007), the results of the present study confirmed the benefits of seeing a word repeatedly.”
Research into practice: Vocabulary (2011, background): “There is also evidence from research which tests the involvement load hypothesis (Hulstijn & Laufer 2001; Folse 2006; Webb 2007; Kim 2008; Keating 2008) that the amount of vocabulary learning from vocabulary-focused activities is only a small proportion of the words actually studied.”
Incidental vocabulary acquisition: The effects of task type, word occurrence and their combination (2011, background): “Folse (2006) examined the relative importance of multiple exposures and task involvement load.”
Linking Research and Practice: Effective Strategies for Teaching Vocabulary in the ESL Classroom. (2010, background): “Further, Folse (2006) suggested that how frequently students retrieved unfamiliar words influenced their retention more than how deeply they were involved in processing them, which demonstrates that students could improve their retention of new target words more while engaging in multiple fill-in-th”
Task effectiveness and word learning in a second language: The involvement load hypothesis on trial (2008, background): “Folse’s (2006) study clearly demonstrates the importance of rehearsal during instruction.”
The effects of repetition and time of post-test administration on EFL learners’ form recall of single words and collocations (2014, methodology): “Although frequency of occurrence has been widely investigated during reading, far fewer studies have explored frequency effects during vocabulary-focused instruction (Folse, 2006, Laufer & Rozovski-Roitblat, 2011; Peters, 2012a).”
Vocabulary acquisition through cloze exercises, sentence-writing and composition-writing: Extending the evaluation component of the involvement load hypothesis (2017, background): “Folse (2006) also questioned the hypothesis as he found that three cloze-exercises (need +, search –, evaluation +) were more effective than one sentence-writing exercise (need +, search –, evaluation ++).”
Collaborative and individual output tasks and their effects on learning English phrasal verbs (2010, methodology): “This test was used because it has been used in previous research for that purpose (Paribakht & Wesche, 1996; Read & Chapelle, 2001; Folse, 2006; Kim, 2008) and has also been claimed to provide an effective measure of increase in vocabulary knowledge as a result of instruction (Read & Chapelle, 2001)”
Retention of new words: Quantity of encounters, quality of task, and degree of knowledge (2015, background): “In Folse (2006), however, three fill-in-the-blank exercises yielded better results than one original-sentence-writing task.”
The effects of word exposure frequency and elaboration of word processing on incidental L2 vocabulary acquisition through reading (2012, background): “a Target words: In related studies, vocabulary pretesting has been based on estimates from learners comparable to the participants (Hulstijn and Laufer, 2001; Kim, 2008) or has been pretested with the participants shortly (one day) before the tasks (Folse, 2006).”