Effects of Input Elaboration on Vocabulary Acquisition Through Reading by Korean Learners of English as a Foreign Language

By Youngkyu Kim. 2006

116 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/c0cb0909e9ce957c11966cbf52ece626cbfe0f95

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In Developmental and Educational Psychology

In Language and Linguistics

Citations in the corpus

THE EFFECTS OF INPUT ENHANCEMENT ON GRAMMAR LEARNING AND COMPREHENSION (2013, background): “…were not told to pay attention to the forms (e.g., as a teacher in a classroom may do); that is, they were not provided with any explicit instruction on the form, which, as Alanen (1995) , Kim ( 2006 ), and Martínez-Flor and Soler ( 2007 ) found, affects the impact enhancement has on learning.”
In Defense of Tasks and TBLT: Nonissues and Real Issues (2016, unknown): “…content of genuine, linguistically simpliﬁed, and elaborated versions of texts, and their effects on listening and reading comprehension, and sometimes on uptake of new linguistic items, as well (see, e.g., Kim, 2006; Yano, Long, & Ross, 1994; Oh, 2001; and for review, Long, 2015, pp. 248–259).”
Retention of new words: Quantity of encounters, quality of task, and degree of knowledge (2015, background): “Such an explanation is in line with Laufer and Girsai (2008), who showed that vocabulary practice based on the principles of translation and contrastive analysis yielded better results than other form-focused activities. Of the two other tasks (reading only, and reading with a dictionary), the latte”
Incidental vocabulary acquisition: The effects of task type, word occurrence and their combination (2011, result): “In comparisons of FFI and non-FFI tasks, the FFI condition was usually superior to the non-FFI condition in terms of the number of words retained after task completion (Luppescu & Day, 1993; Ellis et al., 1994; Knight, 1994; Paribakht & Wesche, 1997; Ellis & He, 1999; Laufer, 2001, 2003; Kim, 2006).”
Comparing the effect of teacher codeswitching with English-only explanations on the vocabulary acquisition of Chinese university students: A Lexical Focus-on-Form study (2012, background): “Findings suggest (Hulstijn et al., 1996; Kim, 2006; Min, 2008) that vocabulary acquisition is furthered by such glosses or enhancements.”