Researching and Analyzing Vocabulary

By I. Nation, Stuart Webb. 2010

433 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/e7dd1dbe73cbbd2abb3a2551ff9adb43afd2fb98

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Citations in the corpus

INCIDENTAL VOCABULARY LEARNING THROUGH LISTENING TO SONGS (2019, methodology): “This helped to ensure that the learning gains could be attributed to the learning conditions, which increased the internal validity of the study (Nation & Webb, 2011).”
Vocabulary acquisition through cloze exercises, sentence-writing and composition-writing: Extending the evaluation component of the involvement load hypothesis (2017, methodology): “The framework of Nation and Webb (2011) incorporates a greater number of elements (e.g. motivation, noticing, retrieval, generation and retention), utilizing a technique feature analysis that may produce a more sensitive prediction of vocabulary learning.”
INCIDENTAL L2 VOCABULARY ACQUISITION FROM AND WHILE READING (2015, background): “Nation and Webb ( 2011 ) highlight the need to address these aspects in vocabulary learning studies using a variety of tests to: (a) measure different types of knowledge learned and (b) measure the strength of that knowledge.”
The Effects of Repetition on Incidental Vocabulary Learning: A Meta‐Analysis of Correlational Studies (2019, background): “An important methodological consideration in incidental vocabulary learning studies is to control for preexisting knowledge of target words (Nation & Webb, 2011).”
Vocabulary learning in collaborative tasks: A comparison of pair and small group work (2014, background): “Repetitive input and several opportunities for use are normally needed before a word can be ‘fully known’ (for a detailed discussion on what it means to know a word, see Nation, 2001; Nation & Webb, 2011; Read, 2000).”
Digital game-based vocabulary learning: where are we and where are we going? (2019, background): “Generative use leads to very effective vocabulary learning because it induces high levels of processing of target lexical information, which further results in successful integration of word knowledge in the learner ’ s language system (Joe, 1998; Nation & Webb, 2011).”
HOW DOES PRIOR WORD KNOWLEDGE AFFECT VOCABULARY LEARNING PROGRESS IN AN EXTENSIVE READING PROGRAM? (2015, background): “Immediate posttests may not provide an accurate measurement of vocabulary learning because vocabulary knowledge is liable to decay over time (Nation & Webb, 2011 ; Schmitt, 2010 ).”
EFFECTS OF EXPANDING AND EQUAL SPACING ON SECOND LANGUAGE VOCABULARY LEARNING (2015, background): “…in the mean gains, and narrow confi dence intervals of difference suggest that, although statistically signifi cant, the difference between the two relative spacing conditions may not be large enough to be meaningful for learners, teachers, and materials developers (Nation & Webb, 2011 ).”
Second language vocabulary learning through extensive reading with audio support: How do frequency and distribution of occurrence affect learning? (2015, background): “It also provides learners with opportunities to consolidate knowledge of partially known words each time they are encountered in different contexts (Nation, 2001; Nation & Webb, 2011).”
Predicting L2 reading proficiency with modalities of vocabulary knowledge: A bootstrapping approach (2020, methodology): “By moving down the theoretical hierarchy of difficulty, the danger of exposure to the words in earlier tests affecting the scores on later tests was mitigated (Laufer & Goldstein, 2004; Nation, 2013; Nation & Webb, 2011; Schmitt, 2010).”
Examining second language receptive knowledge of collocation and factors that affect learning (2017, background): “Separate tests assessing different aspects of vocabulary depth might provide a form of evaluation that could be used by both teachers and researchers (Nation & Webb, 2011; Webb, 2013).”
INCIDENTAL VOCABULARY ACQUISITION THROUGH VIEWING L2 TELEVISION AND FACTORS THAT AFFECT LEARNING (2018, background): “Nation and Webb (2011) emphasized the importance of measuring different degrees of vocabulary knowledge.”