Impact of Processing Various Textual Genres on the Incidental Acquisition and Retention of L2 Vocabulary

Autor/in	Nguyen, Thi Quyen
Titel	Impact of Processing Various Textual Genres on the Incidental Acquisition and Retention of L2 Vocabulary
Quelle	In: English Teaching, 78 (2023) 2, S.139-164 (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1017-7108
Schlagwörter	Language Processing; Incidental Learning; Vocabulary Development; Retention (Psychology); Expository Writing; Second Language Learning; Second Language Instruction; Comparative Analysis; Receptive Language; Expressive Language; Literary Genres; College Freshmen; English (Second Language); Reading Comprehension; Language Tests; Vietnamese People; Foreign Countries + Suchen Sie Ihr Suchwort? Sprachverarbeitung; Inzidentelles Lernen; Wortschatzarbeit; Merkfähigkeit; Zweitsprachenerwerb; Fremdsprachenunterricht; Rezeptive Kommunikationsfähigkeit; Literarische Form; Studienanfänger; English as second language; English; Second Language; Englisch als Zweitsprache; Leseverstehen; Language test; Sprachtest; Ausland
Abstract	This study investigated the effects of processing three types of texts, namely expository texts, narrative texts, and a combination of both known as twin texts, on incidental vocabulary acquisition and retention in L2 learners. College freshmen (N = 109), who were lower to upper intermediate learners of English, were assigned into a control group and three experimental groups representing different reading conditions. Over a period of seven weeks, the experimental groups engaged in two reading sessions to read their assigned texts accompanied by output tasks and input enhancement. The participants' receptive and productive vocabulary gains were measured with an immediate posttest and a delayed posttest to assess retention. Results revealed significant impacts of text genres on L2 incidental vocabulary learning and retention. Processing twin texts and expository texts yielded significantly greater vocabulary gains than processing narrative texts alone. These effects might be due to different processing mechanisms required for texts structured in distinct ways. Expository texts are informative and explanatory in nature, providing explicit and contextually rich information for word comprehension and retention. (As Provided).
Anmerkungen	Korea Association of Teachers of English. 6105 English Education Department, Chinju National University of Education, 369beon-gil 3, Jinyangho-ro, Jinju, Gyeongsangnam-do, 52673, Republic of Korea. Tel: +82-42-629-7381; Fax: +82-42-629-7320; e-mail: katejournal29@gmail.com; Web site: http://journal.kate.or.kr/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01