Academic Listening: A Source of Vocabulary Acquisition?

By Karina Vidal. 2003

226 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Developmental and Educational Psychology, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/f45ce7ae4d4c07df7e0f384f2407001a4ac29cdc

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In Artificial Intelligence

In Developmental and Educational Psychology

In Literature and Literary Theory

Citations in the corpus

INCIDENTAL VOCABULARY LEARNING THROUGH LISTENING TO SONGS (2019, background): “…that there’s a direct relationship between vocabulary size and learning gains (Penno, Wilkinson, & Moore, 2002; Peters, Heynen, & Puimège, 2016; Vidal, 2003, 2011; Webb & Chang, 2015a), and that learners with larger vocabulary sizes need fewer encounter with target words for learning to take…”
The effects of word exposure frequency and elaboration of word processing on incidental L2 vocabulary acquisition through reading (2012, background): “Although there has been some research on incidental word learning from listening (Barcroft and Sommers, 2005; Ellis and He, 1999; Mason and Krashen, 2004; Vidal, 2003), the bulk of studies have focused on vocabulary learning from textual input.”
Effects of Input Elaboration on Vocabulary Acquisition Through Reading by Korean Learners of English as a Foreign Language (2006, result): “This study's nonsignificant finding is similar to Silva's (2000), but it does not confirm findings from previous research (e.g., Toya, 1992; Vidal, 2003).”
LEARNING VOCABULARY THROUGH READING, LISTENING, AND VIEWING (2019, background): “Research has also indicated that listening to aural input can contribute to L2 incidental vocabulary learning (Brown et al., 2008; van Zeeland & Schmitt, 2013; Vidal, 2003, 2011).”
The Effects of Repetition on Incidental Vocabulary Learning: A Meta‐Analysis of Correlational Studies (2019, background): “In studies focusing on spoken input and using a developmental scale (Wesche & Paribakht, 1996) to measure learning gains, Vidal (2003) reported a moderate correlation (r = .34) when English foreign language university students listened to videotaped academic lectures.”
INCIDENTAL VOCABULARY ACQUISITION THROUGH VIEWING L2 TELEVISION AND FACTORS THAT AFFECT LEARNING (2018, methodology): “Our definition of word relevance is similar to that used in Vidal (2003, 2011) in that the words were rated for their relevance to comprehension, thus words rated higher were perceived to be more useful for understanding the documentary while those rated lower were perceived to be less useful.”
Incidental vocabulary acquisition through L2 listening: A dimensions approach (2013, background): “The passages were of different genres, providing a more varied input context than other incidental learning studies such as those by Vidal (2003), who used only academic lectures, and Brown et al. (2008), who used only recordings of graded readers.”
Recent developments in second and foreign language listening comprehension research (2007, background): “In a carefully controlled experiment, Vidal (2003) observed significant vocabulary gains after students listened to three short lectures on the impacts of tourism.”
Review article: Instructed second language vocabulary learning (2008, background): “Vidal (2003) found that Spanish university students learned small amounts of vocabulary from 14–15-minute academic lectures.”
Learning L2 vocabulary from audiovisual input: an exploratory study into incidental learning of single words and formulaic sequences (2019, background): “. corpus frequency (Vidal 2003): frequent words tend to be learned more easily than infrequent words.”