Incidental vocabulary acquisition from reading, reading-while-listening, and listening to stories

By Ronan Brown, R. Waring, Sangrawee Donkaewbua. Reading in a Foreign Language, 2008

493 citations recorded by the source corpus.

This study examined the rate at which English vocabulary was acquired from the 3 input modes of reading, reading-while-listening, and listening to stories. It selected 3 sets of 28 words within 4 frequency bands and administered 2 test types immediately after the reading and listening treatments, 1 week later and 3 months later. The results showed that new words could be learned incidentally in all 3 modes, but that most words were not learned. Items occurring more frequently in the text were more likely to be learned and were more resistant to decay. The data demonstrated that, on average, when subjects were tested by unprompted recall, the meaning of only 1 of the 28 items met in either of the reading modes and the meaning of none of the items met in the listening-only mode, would be retained after 3 months.

View Paper: https://www.semanticscholar.org/paper/9e5ca8bc6d654ed808d55520a5ab749963284f0c

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Citations in the corpus

Incidental vocabulary acquisition through L2 listening: A dimensions approach (2013, background): “Brown et al. (2008) compared vocabulary learning from reading and listening (as well as from reading-whilelistening). Their study involved two different vocabulary tests both measuring knowledge of meaning: a multiple choice test (meaning recognition) and a translation test (meaning recall). Immedia”
Incidental vocabulary acquisition: The effects of task type, word occurrence and their combination (2011, background): “Brown et al. (2008) investigated immediate and 3-month delayed retention of 28 words that appeared 2–3 times, 7–9, 10–13 and 15–20 times in three graded readers (altogether 16,700 running words).”
LEARNING VOCABULARY THROUGH READING, LISTENING, AND VIEWING (2019, methodology): “Research has indicated that reading leads to greater incidental learning of single-word items than listening (Brown et al., 2008; Vidal, 2011), but that there is no difference in the amount of learning of multiword items between these two modes (Webb & Chang, 2019). Only one study has compared vocab”
Learning L2 collocations incidentally from reading (2017, result): “…previous research demonstrating the effectiveness of reading for the incidental learning of the form and meaning of unknown single words (e.g. Brown et al., 2008; Horst et al., 1998; PellicerSánchez, 2015; Pellicer-Sánchez & Schmitt, 2010; Pigada & Schmitt, 2006; Rott, 1999; Waring & Takaki,…”
The Effects of Repetition on Incidental Vocabulary Learning: A Meta‐Analysis of Correlational Studies (2019, background): “The effect of repetition may be more salient in learning through written input than spoken input (Brown et al., 2008; Hatami, 2017; Vidal, 2011).”
HOW DOES PRIOR WORD KNOWLEDGE AFFECT VOCABULARY LEARNING PROGRESS IN AN EXTENSIVE READING PROGRAM? (2015, background): “Second language learners may learn more words through reading while listening than through reading alone (Brown et al., 2008 ; Webb & Chang, 2012 ).”
How much input do you need to learn the most frequent 9,000 words? (2014, background): “This fits with Vidal (2011) and Webb (2007a, 2007b), but according to Waring and Takaki (2003) and Brown, Waring, and Donkaewbua (2008) may be a bit too few.”