THE EFFECTS OF CONTEXTUAL RICHNESS ON THE GUESSABILITY AND THE RETENTION OF WORDS IN A FOREIGN LANGUAGE

By F. Alipanahi. 2006

108 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/d13534d6b3bc954986aaec51acc33acbebae0dfb

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

1. J. Hulstijn
2. Makoto Yoshii
3. Johannes Eckerth
4. B. Laufer
5. E. Peters
6. Di Zou
7. Gregory D. Keating
8. N. Schmitt

Citations in the corpus

• Incidental and intentional learning (2008, background): “In a similar study, Mondria and Wit-de Boer (1991) asked Dutch high school students to learn eight French content words, which were presented in sentence contexts of varying strength along with their L1 translation.”
• Vocabulary acquisition from extensive reading: A case study (2006, unknown): “Moreover, richness of information can sometimes result in learners ignoring the target word, as they do not need to understand its meaning in order to comprehend the text (Mondria and Wit-de Boer, 1991; Nation and Coady, 1988; Zahar, Cobb and Spada, 2001).”
• L1 and L2 Glosses: Their Effects on Incidental Vocabulary Learning (2006, result): “Attempts to compare the effectiveness of L1 and L2 glosses have brought mixed results, some indicating no difference between the two types and others suggesting the advantage of one gloss type over the other type (Chen, 2002; Jacobs et al., 1994; Miyasako, 2002 ).”