Reading-Based Exercises in Second Language Vocabulary Learning: An Introspective Study

By M. Wesche, T. Sima Paribakht. 2000

150 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/9821ef4feca6a1cc83d8c41a4184c73c18a9a1ea

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In Artificial Intelligence

In Developmental and Educational Psychology

Citations in the corpus

Linking Research and Practice: Effective Strategies for Teaching Vocabulary in the ESL Classroom. (2010, background): “…gains for unknown words can be augmented more effectively when a reading text is accompanied by text-based vocabulary exercises than without them (Wesche & Paribakht, 2000), teachers need to consider possible ways of developing exercises that students can carry out with new words to realize…”
Vocabulary input through extensive reading: A comparison of words found in children's narrative and expository reading materials (2004, background): “1999 ; Hulstijn 2001 ; Loranger 1999 ; Mahony , Singson , and Mann 2000 ; Vacca and Vacca 1996 ; Wesche and Paribakht 2000 ; Yopp and Yopp 2000 ) .”
Academic vocabulary and middle school English learners: an intervention study (2009, background): “Other conceptualizations of word knowledge include Dale’s (1965) four stages of self-evaluation of word knowledge, examinations of the incremental nature of building word knowledge (Nagy & Scott, 2000; Wesche & Paribakht, 2000 ), and Graves’ (1986) characterization of the kinds of word-learning tas”
Learning L2 collocations incidentally from reading (2017, background): “In vocabulary research Wesche and Paribakht (2000) found different levels of certainty in participants’ knowledge of target words appearing in text-based vocabulary activities.”
INCIDENTAL L2 VOCABULARY ACQUISITION FROM AND WHILE READING (2015, background): “Wesche and Paribakht ( 2000 ), in their investigation of different text-based vocabulary exercises using think-aloud protocols, found that in some cases learners reported greater certainty in their knowledge of some target words.”
Processing glosses: A qualitative exploration of how form-meaning connections are established and strengthened (2005, unknown): “The current study followed the suggestion that a RFL 17.2 – Processing glosses http://nflrc.hawaii.edu/rfl 103 training session on how to "think aloud" may improve the reliability and validity of this method (Wesche and Paribakht, 2000).”