Reading, Word-Focused Activities and Incidental Vocabulary Acquisition in a Second Language.

Batia Laufer

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

Abstract

Reading is claimed to be the major source of vocabulary growth in L1, but is it also the main source of L2 vocabulary? This paper surveys some experiments in acquiring L2 vocabulary from reading that report very small vocabulary gains from short and long texts. By comparison, reading supplemented with word-focused tasks yields better results. Similarly, when reading is compared with a word-focused activity alone, it is the latter that is more effective for L2 vocabulary acquisition. The hypothesis of ‘task-induced involvement load’ is suggested as an explanation and prediction of task efficacy.

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References

1995Three functions of output in second language learning 2001Cognition and Second Language Instruction 1994Teaching and learning vocabulary 2001Incidental vocabulary acquisition in a second language: the construct of task-induced involvement 1985Learning Words from Context 1988Growth in Reading and How Children Spend Their Time Outside of School 1991The Nature of Vocabulary Acquisition 2001Some Empirical Evidence for the Involvement Load Hypothesis in Vocabulary Acquisition

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2008Investigating lexical proficiency development over time – the case of Dutch-speaking learners of French in Brussels 2015Effective vocabulary learning tasks: Involvement Load Hypothesis versus Technique Feature Analysis 2005Processing glosses: A qualitative exploration of how form-meaning connections are established and strengthened 2011The Role of Task‐Induced Involvement and Learner Proficiency in L2 Vocabulary Acquisition 2014Lexical inference in L2: predictive roles of vocabulary knowledge and reading skill beyond reading comprehension

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