L2 Vocabulary Learning from Reading: Explicit and Tacit Lexical Knowledge and the Role of Learner and Item Variables

Autor/inn/en	Elgort, Irina; Warren, Paul
Titel	L2 Vocabulary Learning from Reading: Explicit and Tacit Lexical Knowledge and the Role of Learner and Item Variables
Quelle	In: Language Learning, 64 (2014) 2, S.365-414 (50 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0023-8333
DOI	10.1111/lang.12052
Schlagwörter	Second Language Learning; Vocabulary Development; English (Second Language); Priming; Language Proficiency; Learning Strategies; Individual Differences; Native Language; Semantics; Reading Processes; Reading Attitudes; Word Frequency; Age Differences; Advanced Students; Second Language Instruction + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Wortschatzarbeit; English as second language; English; Second Language; Englisch als Zweitsprache; Language skill; Language skills; Sprachkompetenz; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Individueller Unterschied; Semantik; Leseprozess; Reading behavior; Rading behaviour; Leseverhalten; Word analysis; Frequency; Wortanalyse; Häufigkeit; Age; Difference; Age difference; Altersunterschied; Fortgeschrittener; Fremdsprachenunterricht
Abstract	This study investigates acquisition of second language (L2) vocabulary from reading a connected authentic text. Advanced and upper-intermediate L2 (English) participants read a long expository text for general understanding, with embedded critical vocabulary items (pseudowords). Explicit knowledge of the critical items was examined using a meaning generation task, while their tacit knowledge was probed using form and semantic priming in lexical decision tasks. Results revealed a complex landscape of contextual L2 word learning in which individual differences (age, L2 lexical proficiency, first language, gender, learning strategies, levels of enjoyment) and lexical and text characteristics (concreteness, frequency, distribution, and saliency of use) individually and together affect L2 lexical development from reading. Implications of these results for contextual L2 word learning are discussed. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10