How Effective Is Second Language Incidental Vocabulary Learning? A Meta-Analysis

Autor/inn/en	Webb, Stuart; Uchihara, Takumi; Yanagisawa, Akifumi
Titel	How Effective Is Second Language Incidental Vocabulary Learning? A Meta-Analysis
Quelle	In: Language Teaching, 56 (2023) 2, S.161-180 (20 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Webb, Stuart)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-4448
DOI	10.1017/S0261444822000507
Schlagwörter	Second Language Learning; Vocabulary Development; Incidental Learning; Individual Characteristics; Instructional Materials; Learning Activities + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Wortschatzarbeit; Inzidentelles Lernen; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Lernaktivität
Abstract	There is a great deal of variation in gains found between studies of second language (L2) incidental vocabulary learning, as well as many factors that affect learning. This meta-analysis investigated the effects of exposure to L2 meaning-focused input on incidental vocabulary learning with an aim to clarify the proportional gains that occur through meaning-focused learning. Twenty-four primary studies were retrieved providing 29 different effect sizes and a total sample size of 2,771 participants (1,517 in experimental groups vs. 1,254 in control groups). Results showed large overall effects for incidental vocabulary learning on first and follow-up posttests. Mean proportions of target words learned ranged from 9-18% on immediate posttests, and 6-17% on delayed posttests. Incidental L2 vocabulary learning gains were similar across reading (17%, 15%), listening (15%, 13%), and reading while listening (13%, 17%) conditions on immediate and delayed posttest. In contrast, the proportion of words learned in viewing conditions on immediate posttests was smaller (7%, 5%). Findings also revealed that the amount of incidental learning varies according to a range of moderator variables including learner characteristics (L2 proficiency, institutional levels), materials (text type and audience), learning activities (spacing, mode of input), and methodological features (approaches to controlling prior word knowledge). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01