L2 Vocabulary Learning From Reading: Explicit and Tacit Lexical Knowledge and the Role of Learner and Item Variables

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CONTEXTUAL WORD LEARNING DURING READING IN A SECOND LANGUAGE (2017, methodology): “…and L2 (Godfroid et al., 2013) reading studies that also associate better CWL outcomes with longer total reading times, providing further evidence that some effort to derive word meanings during reading may be beneficial for the learning of meaning (Elgort & Warren, 2014; Godfroid et al., 2013).”
Incidental vocabulary learning in a natural reading context: an eye-tracking study (2017, methodology): “…B253 Wells Hall, 619 Red Cedar Road, East Lansing, MI 48824 godfroid@msu.edu Rott, 1999; Webb, 2007; Zahar, Cobb & Spada, 2001) and provided detailed analyses of different aspects of lexical knowledge (e.g., Elgort & Warren, 2014; Horst et al., 1998; Pellicer-Sánchez & Schmitt, 2010; Webb, 2007).”
The Effects of Repetition on Incidental Vocabulary Learning: A Meta‐Analysis of Correlational Studies (2019, methodology): “…learning as well as speed of word recognition (i.e., procedural and implicit knowledge) using sensitive measures, such as eye-tracking and priming techniques (Elgort, Brysbaert, Stevens, & Van Assche, 2018; Elgort & Warren, 2014; Godfroid et al., 2018; Mohamed, 2017; Pellicer-Sánchez, 2016).”