Second Language Vocabulary Learning through Extensive Reading with Audio Support: How Do Frequency and Distribution of Occurrence Affect Learning?

Autor/inn/en	Webb, Stuart; Chang, Anna C-S.
Titel	Second Language Vocabulary Learning through Extensive Reading with Audio Support: How Do Frequency and Distribution of Occurrence Affect Learning?
Quelle	In: Language Teaching Research, 19 (2015) 6, S.667-686 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-1688
DOI	10.1177/1362168814559800
Schlagwörter	Second Language Learning; Second Language Instruction; Vocabulary Development; Word Frequency; Reading Programs; English (Second Language); Asians; Foreign Countries; Correlation; Pretests Posttests; Learning Processes; Secondary School Students; Experimental Groups; Retention (Psychology); Profiles; Statistical Analysis; Taiwan + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Wortschatzarbeit; Word analysis; Frequency; Wortanalyse; Häufigkeit; English as second language; English; Second Language; Englisch als Zweitsprache; Asian; Asiat; Asiatin; Asiaten; Asiate; Ausland; Korrelation; Learning process; Lernprozess; Sekundarschüler; Merkfähigkeit; Charakterisierung; Profilanalyse; Statistische Analyse
Abstract	This study investigated (1) the extent of vocabulary learning through reading and listening to 10 graded readers, and (2) the relationship between vocabulary gain and the frequency and distribution of occurrence of 100 target words in the graded readers. The experimental design expanded on earlier studies that have typically examined incidental vocabulary learning from individual texts. Sixty-one Taiwanese participants studied English as a foreign language (EFL) in an extensive reading program or in a more traditional approach structured around a global English course book. A pretest, posttest, and delayed posttest were administered to all participants. The results indicated that vocabulary gains through reading and listening to multiple texts were high. Relative gains were 44.06% after reading the 10 graded readers and 36.66% three months later. The relationships between vocabulary learning and frequency and distribution of occurrence were found to be non-significant, indicating that frequency was perhaps one of many factors that affected learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01