Text-based tasks and incidental vocabulary learning

Angela Joe

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Second Language Acquisition and Learning EFL/ESL Teaching and Learning Reading and Literacy Development

Abstract

This case study investigates the vocabulary knowledge gains made by an L2 adult learner of English as a result of performing a read and retell task. The learner participated in a vocabulary knowledge interview, followed by a read and retell task. An oral protocol was taken from the retelling component of the task. Subsequently, a second vocabulary knowledge interview and two multiple-choice tests were completed. The effects of three learning conditions (attention, retrieval and generation) which can facilitate vocabulary learning from text-based tasks are discussed. Attending to the various components of a word and retrieving a to-be-learnt word in a text-based task facilitate the acquisition of unfamiliar words. More importantly, the quality of vocabulary use, or a higher level of generation, appears to have had a more powerful effect on vocabulary acquisition.

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1990The Role of Consciousness in Second Language Learning1 1991Teaching and Learning Vocabulary 1974Learning as a generative process 1 1991Generative Teaching of Comprehension 1991The Interaction Hypothesis: A Critical Evaluation.

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2000Reading‐Based Exercises in Second Language Vocabulary Learning: An Introspective Study 2001Reading, Word-Focused Activities and Incidental Vocabulary Acquisition in a Second Language.2012Effects of interactive versus simultaneous display of multimedia glosses on L2 reading comprehension and incidental vocabulary learning 2002Effects of students' participation in authoring of multimedia materials on student acquisition of vocabulary 2002Best Practice in Vocabulary Teaching and Learning 2002Video recording in ethnographic SLA research: Some issues of validity in data collection 2001Testing the Quality of Word Knowledge in a Second Language by Means of Word Associations: Types of Distractors and Types of Associations 2005Processing glosses: A qualitative exploration of how form-meaning connections are established and strengthened

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