Incidental and intentional learning

By J. Hulstijn. 2008

499 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Developmental and Educational Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/ebff4c86d0dbede8eded57795a455a3b0e86c6e7

How researchers see this paper

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

In Artificial Intelligence

1. E. Peters
2. Irina Elgort
3. Gregory D. Keating
4. Stuart Webb
5. Takumi Uchihara
6. Akifumi Yanagisawa
7. F. Boers
8. Aline Godfroid

In Developmental and Educational Psychology

1. E. Peters
2. N. Schmitt
3. Stuart Webb
4. Irina Elgort
5. Gregory D. Keating
6. C. Muñoz
7. G. Pujadas
8. Takumi Uchihara

In Language and Linguistics

1. E. Peters
2. Stuart Webb
3. Irina Elgort
4. C. Muñoz
5. Gregory D. Keating
6. G. Pujadas
7. N. Schmitt
8. B. Laufer

Citations in the corpus

• AN EYE FOR WORDS (2013, background): “Vocabulary acquisition is incidental—rather than intentional—when learners commit new words or phrases to memory “without having explicit instructions about a forthcoming memory test” (Mäntylä, 2001 , p. 7262; see also Dörnyei, 2009 ; Hulstijn, 2003 ).”
• Form‐Focused Instruction: Isolated or Integrated? (2008, background): “tional Versus incidental learning (Hulstijn, 2003) and explicit versus implicit instruction (DeKeyser, 2003).”
• Incidental vocabulary learning in a natural reading context: an eye-tracking study (2017, methodology): “…support to assertions that incidental 576 Aline Godfroid, Jieun Ahn, Ina Choi et al. learning need not be unintentional (Bruton et al., 2011; Gass, 1999; Hulstijn, 2003; Paribakht & Wesche, 1999) – that is, it can be intentional – because more processing correlated with more meaning-based learning.”
• Task effectiveness and word learning in a second language: The involvement load hypothesis on trial (2008, background): “Although test announcement is a hallmark of the intentional learning paradigm from a methodological perspective, from a theoretical perspective, word learning is intentional only if learners make a conscious effort to commit new words to memory (Hulstijn, 2001, 2003).”
• SECOND LANGUAGE IDIOM LEARNING IN A PAIRED-ASSOCIATE PARADIGM: Effects of Direction of Learning, Direction of Testing, Idiom Imageability, and Idiom Transparency (2007, methodology): “In this study, L2 idiom learning was examined in a PAL task to investigate the effects of direction of learning, direction of testing, idiom imageability, idiom transparency, and long-term retention+ In our discussion, we will recap the main results of the study, situate the implications of our find”
• Learning L2 German vocabulary through reading: the effect of three enhancement techniques compared (2009, background): “Consequently, researchers argued that most words are acquired incidentally through reading (Krashen, 1985; Nagy, 1997; Nagy, Herman, & Anderson, 1985; Saragi, Nation, & Meister, 1978). A meta-analysis of 20 experiments examining incidental L1 word learning during normal reading, conducted by Swanbor”
• The Effects of Repetition on Incidental Vocabulary Learning: A Meta‐Analysis of Correlational Studies (2019, background): “We also acknowledge that there was no control over the variability of intentional learning across individuals, and we considered incidental vocabulary learning as a methodological rather than a theoretical construct (Hulstijn, 2003; Peters et al., 2009).”
• Retention of new words: Quantity of encounters, quality of task, and degree of knowledge (2015, unknown): “It is more general than the definition in the task-based approach, where task is given a more specific meaning as an activity in which there is some communication problem to solve (Skehan, 1998), Incidental learning was operationalized as in Hulstijn (2001, 2003).”
• Extensive viewing of captioned and subtitled TV series: a study of L2 vocabulary learning by adolescents (2019, result): “This is not surprising, since it is well known from past research that intentional learning is significantly more efficient than incidental learning (Hulstijn 2003).”
• Research into practice: Grammar learning and teaching (2015, unknown): “3 A somewhat different, but related, distinction is sometimes made between incidental and intentional learning (Hulstijn 2003).”
• INCIDENTAL VOCABULARY ACQUISITION THROUGH VIEWING L2 TELEVISION AND FACTORS THAT AFFECT LEARNING (2018, background): “It has been previously argued that if the focus is on initial form-meaning mapping, immediate tests may suffice, because repeated encounters as well as repeated retrievals are necessary for a word to be entrenched in the mental lexicon (Hulstijn, 2003; Nation & Webb, 2011).”