Incidental Learning of Collocations from Meaningful Input: A Longitudinal Study into Three Reading Modes and Factors That Affect Learning

Autor/inn/en	Vu, Duy Van; Peters, Elke
Titel	Incidental Learning of Collocations from Meaningful Input: A Longitudinal Study into Three Reading Modes and Factors That Affect Learning
Quelle	In: Studies in Second Language Acquisition, 44 (2022) 3, S.685-707 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Vu, Duy Van) ORCID (Peters, Elke)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-2631
DOI	10.1017/S0272263121000462
Schlagwörter	Linguistic Input; Phrase Structure; Vocabulary Development; Predictor Variables; Incidental Learning; Longitudinal Studies; English (Second Language); Second Language Learning; Second Language Instruction; Vietnamese People; Reading Materials; Comparative Analysis; Teaching Methods; Reading Processes; Listening Comprehension; Pretests Posttests; Learning Processes; Prior Learning; Foreign Countries + Suchen Sie Ihr Suchwort? Sprachbildung; Phrasenstruktur; Wortschatzarbeit; Prädiktor; Inzidentelles Lernen; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Leseprozess; Hörverständnis; Learning process; Lernprozess; Vorkenntnisse; Ausland
Abstract	This longitudinal study investigates the effect of mode of reading on the incidental learning of collocations and factors that affect learning. One hundred Vietnamese pre-intermediate learners of English as a foreign language (EFL) were assigned to either an experimental group or a control group (no treatment). In 9 weeks, the experimental group read three graded readers containing 32 target collocations in three counterbalanced reading modes: reading-only, reading-while-listening, and reading with textual input enhancement (i.e., underlining). Learning gains were measured by a form recall pretest and delayed posttest. The results showed that reading mode had a significant effect on incidental collocation learning. Reading with textual input enhancement resulted in significantly higher learning gains than the other reading modes. Reading-while-listening was also more beneficial for collocation learning than reading-only. Learners' prior vocabulary knowledge and congruency of collocations were significant predictors of the learning gains. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01