The Relationship between Text Comprehension and Second Language Incidental Vocabulary Acquisition: A Matter of Topic Familiarity.

By D. Pulido. 2004

254 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/f924bcd71bb2734554d533f862c687a499887755

How researchers see this paper

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

In Cognitive Neuroscience

1. A. Chang
2. A. Pellicer‐Sánchez
3. Stuart Webb
4. Paul Nation
5. Luke Plonsky
6. Tetyana Sydorenko
7. Dan Brown
8. Shaofeng Li

In Developmental and Educational Psychology

1. Stuart Webb
2. A. Pellicer‐Sánchez
3. A. Chang
4. N. Schmitt
5. E. Peters
6. Paul Nation
7. Luke Plonsky
8. Tetyana Sydorenko

Citations in the corpus

• HOW DOES PRIOR WORD KNOWLEDGE AFFECT VOCABULARY LEARNING PROGRESS IN AN EXTENSIVE READING PROGRAM? (2015, background): “…as interference (Ellis, 2006 ), redundancy (Ellis, 2006 ), overshadowing (Ellis, 2006 ), illustrations (Horst et al., 1998 ), background knowledge (Pulido, 2004 ), the amount of information that could be used to derive the meanings of the target words (Webb, 2008 ), and the frequency of…”
• Principles guiding vocabulary learning through extensive reading (2015, background): “Much smaller scale experiments focusing on vocabulary gains from reading have shown that a reasonable number of words are learnt incidentally to various strengths of knowledge (Brown, Waring & Donkaewbua, 2008; Horst, 2005; Pigada & Schmitt, 2006; Pulido, 2004; Waring & Takaki, 2003).”
• STUDY QUALITY IN SLA (2013, background): “…(b) the exact same study was published elsewhere in the pool of candidate studies, such as in the Best of Language Learning Monograph Series (e.g., Pulido, 2004 ), (c) the study was a literature review or meta-analysis (e.g., Li, 2010 ), or (d) the report presented only qualitative data (e.g.,…”
• INCIDENTAL L2 VOCABULARY ACQUISITION FROM AND WHILE READING (2015, background): “Because text comprehension infl uences vocabulary learning from reading (e.g., Pulido, 2004 ), vocabulary in the story was controlled to ensure that potential acquisition of the unknown items would not be hindered by lack of knowledge of the remaining items in the text.”
• Second language vocabulary learning through extensive reading with audio support: How do frequency and distribution of occurrence affect learning? (2015, background): “Together with increased familiarity with extensive reading, these factors may have led to increased comprehension, which in turn may have positively influenced vocabulary learning (Pulido, 2004).”
• Modality of input and vocabulary acquisition (2010, background): “The recognition test indicates whether learners have noticed the forms in the input, that is, their episodic memory of the forms, while the translation test indicates whether learners have understood the meaning of the forms (Pulido, 2004).”