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Journal articles on the topic 'Second language vocabulary acquisition'

Author: Grafiati

Published: 4 June 2021

Last updated: 21 February 2023

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1

Hubackova, Sarka, and Ilona Semradova. "Two ways of second language vocabulary acquisition." New Trends and Issues Proceedings on Humanities and Social Sciences 2, no. 1 (June 28, 2017): 01–06. http://dx.doi.org/10.18844/prosoc.v2i11.1897.

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2

Gass, Susan M. "Second Language Vocabulary Acquisition." Annual Review of Applied Linguistics 9 (March 1988): 92–106. http://dx.doi.org/10.1017/s0267190500000829.

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Second language acquisition research has historically been influenced by the field of linguistics, not only in terms of theoretical inisghts, but also in terms of the emphasis placed on varioustopics. Within linguistics, the lexicon has taken on a secondary role in terms of theory construction; within second language acquisition, the rift between studies of the lexicon and theory construction seems to be even greater. While it is no longer possible to say that the lexicon is the ‘neglected component’ of second language acquisition research, it does appear to be the case that most lexical studies are not centrally concerned with the establishment of a theory of the lexicon; rather, the majority deal with descriptive aspects of the lexicon.

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3

Horst, Marlise, and Tom Cobb. "Editorial: Second Language Vocabulary Acquisition / Éditorial: Acquisition du vocabulaire d'une langue seconde." Canadian Modern Language Review / La revue canadienne des langues vivantes 63, no. 1 (2006): 1–12. http://dx.doi.org/10.1353/cml.2006.0045.

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Horst, Marlise, and Tom Cobb. "Editorial: Second Language Vocabulary Acquisition." Canadian Modern Language Review 63, no. 1 (September 2006): 1–12. http://dx.doi.org/10.3138/cmlr.63.1.1.

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5

van Zeeland, Hilde. "Measuring second language vocabulary acquisition." Language Learning Journal 40, no. 2 (July 2012): 255–56. http://dx.doi.org/10.1080/09571736.2012.677623.

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6

Isel, Frédéric. "Neuroplasticity of second language vocabulary acquisition." Language, Interaction and Acquisition 12, no. 1 (July 27, 2021): 54–81. http://dx.doi.org/10.1075/lia.20023.ise.

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Abstract The present article reviews a series of selected functional and structural magnetic resonance imaging (MRI) studies focusing on the neuroplasticity of second language vocabulary acquisition as a function of linguistic experience. A clear-cut picture emerging from the review is that brain changes induced by second language vocabulary acquisition are observed at both functional and structural levels. Importantly, second language experience is even able to shape brain structures in short-term training of a few weeks. The evidence that linguistic experience can sculpt the brain in late second language learners, and even solely after a short-term laboratory training, constitutes a strong argument against theoretical approaches postulating that environmental factors are relatively unimportant for language development. Rather, combined neuroimaging data lend support to the determining role of linguistic experience in linguistic knowledge emergence during second language acquisition, at least at the lexical level.

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PAGADALA, ASHA MADHAVI. "Second Language Vocabulary Acquisition through Mobile Assisted Language Learning." Think India 22, no. 2 (October 22, 2019): 439–44. http://dx.doi.org/10.26643/think-india.v22i2.8746.

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Vocabulary is essential in second and foreign language acquisition. Appropriate and sufficient knowledge of vocabulary helps the learners understand others and express their own feelings. Hence vocabulary acquisition is the key component to master any language. Mobile-assisted language learning is a language learning approach which consists of using handheld technologies to teach and learn a language.Mobile devices can induce increased vocabulary learning, encouraging ubiquitous learning through their portability and access to various activities anytime, anywhere.This paper aims at exploring the benefits of Mobile assisted Language Learning in vocabulary acquisition by a second language learner.It also discusses the vocabulary activities and strategies that can be facilitated through different mobile devices so as to fit to the needs of the learner.

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Huckin, Thomas, and James Coady. "INCIDENTAL VOCABULARY ACQUISITION IN A SECOND LANGUAGE." Studies in Second Language Acquisition 21, no. 2 (June 1999): 181–93. http://dx.doi.org/10.1017/s0272263199002028.

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It is widely agreed that much second language vocabulary learning occurs incidentally while the learner is engaged in extensive reading. After a decade of intensive research, however, the incidental learning of vocabulary is still not fully understood, and many questions remain unsettled. Key unresolved issues include the actual mechanism of incidental acquisition, the type and size of vocabulary needed for accurate guessing, the degree of exposure to a word needed for successful acquisition, the efficacy of different word-guessing strategies, the value of teaching explicit guessing strategies, the influence of different kinds of reading texts, the effects of input modification, and, more generally, the problems with incidental learning. This article briefly surveys the empirical research that has been done on these issues in recent years.

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Akbarian, Is’haaq. "Book review: Measuring Second Language Vocabulary Acquisition." Language Testing 29, no. 4 (October 2012): 597–601. http://dx.doi.org/10.1177/0265532212450420.

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Lertola, Jennifer. "Second language vocabulary learning through subtitling." Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics 32, no. 2 (November 5, 2019): 486–514. http://dx.doi.org/10.1075/resla.17009.ler.

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Abstract This article aims to contribute to shedding light on subtitling in the field of second language vocabulary learning while indicating possible directions for future research. In view of previous research, it investigates the effects of subtitling on incidental vocabulary acquisition. It is based on an experimental study carried out, after extensive piloting, with 25 English native speakers studying Italian as a Foreign Language (levels A1–A2) at the National University of Ireland, Galway. By triangulating quantitative and qualitative data, the experimental study shows that interlingual subtitling promotes the incidental acquisition of new word meanings in terms of productive recall.

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Tahiri, Shejla. "The Impact of Pictures on Second Language Acquisition." SEEU Review 15, no. 2 (December 1, 2020): 126–35. http://dx.doi.org/10.2478/seeur-2020-0021.

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Abstract The need for worldwide communication has made people learn as many foreign languages as they can in order to be able to send and receive information from all over the world. Realizing this situation, researchers and linguists have carried out a large number of studies in order to find out the best ways for teaching and learning English as a second or foreign language. The terms language learning and language acquisition are not new since in many earlier researches language acquisition is compared to the process of learning the mother tongue whereas language learning is compared to the process when a child learns a second or foreign language. This paper aims to showcase that teaching/learning new vocabulary using pictures is much more effective than the other methods of vocabulary learning. The research also puts emphasis on the language level of learners. It demonstrates that the method of using pictures and illustrations works well with all levels of proficiency and as such, it has brought very useful results. It was carried out at the South East European University (SEEU) in North Macedonia and participants were thirty (30) students from all five Faculties, divided in three different groups based on their language proficiency. Each group consisted of ten (10) students, aged 18 to 22 years. They were of elementary, pre-intermediate and intermediate level of English. The research lasted for six weeks, because the students had to be introduced to six different vocabulary topics. Since the experiment was carried out in a real classroom environment, the target vocabulary topics used for this purpose were chosen from their students’ book. Data were collected in three phases. During the first phase, students were asked to complete a questionnaire, consisting of questions regarding the vocabulary learning methods, mainly vocabulary associated with pictures. In the second phase, they were engaged in real activities in a traditional classroom setting, while in the last phase, at the end of the last session, participants took a quiz that was supposed to provide evidence and additional data about participants’ achievements. It is expected that the findings from this experiment will be useful to current and prospective teachers as they show that the method of pictures and illustrations associating the target vocabulary functions well with different levels.

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Hawkins, Roger, and Richard Towell. "Second language acquisition research and the second language acquisition of French." Journal of French Language Studies 2, no. 1 (March 1992): 97–121. http://dx.doi.org/10.1017/s0959269500001174.

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AbstractPrior to the late 1960s second language acquisition was thought to be a relatively uninteresting phenomenon; it involved transferring grammatical properties already activated in the first language (L 1) onto second language (L 2) vocabulary. Successful L 2 learners were those who could capitalise on the similarities between the L 1 and the L 2, and eradicate the differences; and successful language teaching involved training learners to overcome the L 1-L 2 differences. Today, perceptions of second language acquisition are more sophisticated and nuanced. Second language acquisition researchers are interested in questions bearing not only on the influence of the L 1, but also on the degree of systematicity in L 2 development, the role that L 1, but also on the degree of systematicity in L 2 development, the role that conscious knowledge plays, the sources of variability in second language speaker performance, the ultimate levels of success achieved by L 2 learners of different ages, and individual differences between learners. The purpose of this article is to present what the authors believe to be some of the key issues which characterise current second language acquisition research, and to consider those issues within the specific context of the acquisition of French as second language.

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13

Loschky, Lester. "Comprehensible Input and Second Language Acquisition." Studies in Second Language Acquisition 16, no. 3 (September 1994): 303–23. http://dx.doi.org/10.1017/s0272263100013103.

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This study attempts to test aspects of the input hypothesis (Krashen, 1980, 1983, 1985) and Long's modification of it (Long, 1980, 1983a, 1985). Specifically, it experimentally tests the hypothesis that both input and interactional modifications facilitate second language acquisition, using Japanese as the target language. Three experimental groups were differentiated in terms of input and interaction conditions: (1) unmodified input with no interaction, (2) premodified input with no interaction, and (3) unmodified input with the chance for negotiated interaction. The groups were compared in terms of (a) their degree of comprehension of the input and (b) their subsequent retention of vocabulary items and acquisition of two Japanese locative structures. The results indicated that moment-to-moment comprehension was highest for the negotiated interaction group, whereas there was no significant difference between the two noninteraction groups. Furthermore, there was no correlation found between differences in moment-to-moment comprehension and gains in vocabulary recognition and acquisition of structures, though significant gains on both measures were found for all three groups. Discussion of these findings centers on the relationship between comprehension and acquisition.

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BATEMAN, BLAIR. "Measuring Second Language Vocabulary Acquisition by MILTON, JAMES." Modern Language Journal 95, no. 3 (September 2011): 477–78. http://dx.doi.org/10.1111/j.1540-4781.2011.01212_20.x.

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Adwani, Priya, and Sanjay Shrivastava. "Analysis of Factors Affecting Second Language Acquisition." International Journal of Social Sciences and Management 4, no. 3 (July 27, 2017): 158–64. http://dx.doi.org/10.3126/ijssm.v4i3.17247.

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The purport of this paper is to provide an overview of five factors affecting second language acquisition (SLA). The factors include vocabulary, grammar, and interference of mother tongue (L1), self-efficacy and motivation. These factors are vital to research for the process of acquiring second language. Language is composed of vocabulary words which are synchronized by grammar affected by first language .Self efficacy is a consequential component of social cognitive and this entire process of second language acquisition is possible by the factor of motivation. Motivation is additionally a consequential contributor to language achievement in terms of linguistic outcomes.Study of these factors synthesize in the process of acquiring second language resulting with possible suggestions.Int. J. Soc. Sc. Manage. Vol. 4, Issue-3: 158-164

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Aljadani, Anwar Saad. "The Influence of Frequency on the Acquisition and Textbooks Design of Second Language Vocabulary." International Journal of Linguistics 12, no. 3 (May 5, 2020): 1. http://dx.doi.org/10.5296/ijl.v12i3.16831.

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This paper provides an overview of the role of vocabulary frequency in second language (L2) acquisition as vocabulary is a dominant feature of language acquisition and vitally important to language learners. It reported the vocabulary frequency’s significant role in both the earlier acquisition and the easier remembering comparing to infrequent vocabulary in L2 acquisition. It also seeks to discuss the influence of frequency on the selection of vocabulary in L2 textbooks as they are sometime the only source of L2 vocabulary in the classroom. It presents discussions of what vocabulary should be selected, how selective vocabulary are organised in the textbooks to reach determined teaching objectives as well as the teaching rate pre lesson.

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Kikvadze, Maia. "Issues of mastering new vocabulary in Georgian, as in the process of learning a second language." International Journal of Multilingual Education IX (December 11, 2021): 127–34. http://dx.doi.org/10.22333/ijme.2021.190015.

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Study and acquisition of the second language primary foresees gradual development of the lexis. A rich lexicon of the person directly promotes easy acquisition of the second language. In our reality, at Batumi Shota Rustaveli State University, we deal with different groups of the Armenians, Azerbaijanian, Turks, Russians, Ukrainians, Belarusians, Kazakhs and other people, prompted with different aims to study the Georgian language. Some of them acquire the Georgian language easily, some with difficulties. In order to detect the factors promoting and complicating acquisition of Georgian vocabulary, we’ll discuss the following cases: 1. The vocabulary, which is common for all ethnic groups (the international words); 2. The vocabulary, which is allied to some ethnic group; 3. Fully new vocabulary (according to the aims of studies); Thus, these and other related issues will be covered within the frames of the paper.

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18

Laufer, Batia. "Second language vocabulary acquisition from language input and from form-focused activities." Language Teaching 42, no. 3 (July 2009): 341–54. http://dx.doi.org/10.1017/s0261444809005771.

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Interest in L2 vocabulary learning and teaching started long before the nineteen-eighties (for references to earlier studies, see Rob Waring's database http://www1.harenet.ne.jp/~waring/vocab/vocrefs/vocref.html) but it declined with the advent of generative linguistics to the point of discrimination and neglect (Meara 1980). In 1986, I argued that vocabulary was about to acquire a legitimate and prominent place within applied linguistics (Laufer 1986), but I did not envisage the vast quantities of lexical research that would have been produced in the following two decades. One of the central concerns of vocabulary researchers is the source of L2 vocabulary learning. Is it L2 input, enhanced input, interaction, communicative tasks, non-communicative ‘artificial’ exercises, list learning, or repetition? A similar question is addressed by SLA researchers in general. This similarity of interests, which demonstrates the integration of vocabulary into mainstream SLA, prompted me to define the topic of this timeline as I did. And since the field of SLA developed in the 1980s, this timeline starts in the nineteen-eighties. I focus here on the external sources of learning, i.e. language input and instructional techniques, and not on learner-related variables, like motivation, L1, age, or strategies of learning. Nor do I focus on any other areas of lexical research, important as they may be, such as the construct of vocabulary knowledge, lexical development, testing, bilingual mental lexicon, or corpora analyses.

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19

Samaraweera, S. G. S. "Second Language Reading and Vocabulary Acquisition by Adult Learners of English." Vidyodaya Journal of Humanities and Social Sciences 08, no. 01 (January 15, 2023): 158–73. http://dx.doi.org/10.31357/fhss/vjhss.v08i01.11.

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Even though vocabulary knowledge is crucial in receiving and producing meaning in a language, improving vocabulary knowledge can be challenging for both teachers and students. Exposure to the target language through meaning-focused reading can be considered one of the predictors that can address this challenge. As language learners are exposed to written language while reading, reading may help them enrich their vocabulary knowledge. Accordingly, this study investigated whether meaning-focused reading can contribute to the development of vocabulary knowledge (Breadth and Depth) among adult learners of English as a second language (ESL). Among the students of a Sri Lankan state university, a group of undergraduate students participated in the study. Measures of reading and vocabulary knowledge were administered to 189 participants as part of the research implementation. Additionally, a questionnaire was utilized to gather data on the participants' backgrounds, including their prior exposure to the target language. In a multiple regression analysis, reading significantly contributed to both breadth and depth of vocabulary knowledge. However, it appears that reading contributes more to the breadth than to the depth of vocabulary knowledge. Thus, although meaning-focused reading can contribute to vocabulary knowledge, the contribution might vary depending on the type of vocabulary knowledge. Overall, the findings indicate that exposure to the target language through meaning-focused reading plays a significant role in enhancing vocabulary knowledge among adult ESL learners.

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Yang, Lynne R., and T. Givón. "BENEFITS AND DRAWBACKS OF CONTROLLED LABORATORY STUDIES OF SECOND LANGUAGE ACQUISITION." Studies in Second Language Acquisition 19, no. 2 (June 1997): 173–93. http://dx.doi.org/10.1017/s0272263197002039.

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A consistent finding in second language acquisition research has been that in the early stages of acquisition learners often receive simplified input. This finding has led researchers to question whether or not simplified input has a facilitative effect on the acquisition process. This study examines the effects of simplified input in early L2 acquisition by experimentally manipulating language input to two groups of learners and then assessing their acquisition longitudinally within a controlled laboratory setting. The impetus for the study described here was Givón's (1990) competition hypothesis that posits that, in early L2 acquisition, vocabulary and grammar compete for memory, attention, and processing capacity. Because one can communicate with vocabulary in absence of grammar but not vice versa, it was proposed that learners receiving pidgin input would acquire vocabulary more efficiently than learners challenged with the dual task of acquiring vocabulary and grammar simultaneously. Furthermore, it was hypothesized that once vocabulary processing skills were automated, learners would acquire grammar more rapidly. Results of a variety of measures reveal that the dual task of acquiring vocabulary and grammar does not hinder either and that the longer the exposure to grammatical input the greater the advantage in real-time grammar processing abilities. Converging evidence from all measures of language learning provides strong support for the usefulness and viability of laboratory study of SLA.

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Liang, Xiaojing. "Application of Information Processing Theory in Second Language Vocabulary Acquisition." Journal of Contemporary Educational Research 5, no. 12 (December 27, 2021): 109–13. http://dx.doi.org/10.26689/jcer.v5i12.2819.

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Vocabulary acquisition is an intricate process, which has a close relationship with memory. In cognitive psychology, a large number of studies on memory system have been conducted based on the information processing theory, placing great value on second language learners’ cognitive process. This study intends to probe into second language vocabulary acquisition from the perspective of information processing theory in hope to help learners acquire vocabulary more scientifically and efficiently.

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Yang, Shuyi. "Chinese as Second Language Learners’ Beliefs about Vocabulary Acquisition." Journal of Modern Education Review 4, no. 10 (October 20, 2014): 789–801. http://dx.doi.org/10.15341/jmer(2155-7993)/10.04.2014/007.

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Moreno Jaén, María. "The Role of Memory in Second Language Vocabulary Acquisition." International Journal of Learning: Annual Review 12, no. 6 (2006): 259–66. http://dx.doi.org/10.18848/1447-9494/cgp/v12i06/47893.

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Elgort, Irina. "Deliberate Learning and Vocabulary Acquisition in a Second Language." Language Learning 61, no. 2 (September 16, 2010): 367–413. http://dx.doi.org/10.1111/j.1467-9922.2010.00613.x.

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Barcroft, Joe. "Second Language Vocabulary Acquisition: A Lexical Input Processing Approach." Foreign Language Annals 37, no. 2 (May 2004): 200–208. http://dx.doi.org/10.1111/j.1944-9720.2004.tb02193.x.

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Appel, Rene, and Anne Vermeer. "Speeding up Second Language Vocabulary Acquisition of Minority Children." Language and Education 12, no. 3 (September 1998): 159–73. http://dx.doi.org/10.1080/09500789808666746.

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Martinez, Ron. "Connected Words: Word Associations and Second Language Vocabulary Acquisition." System 39, no. 1 (March 2011): 121–22. http://dx.doi.org/10.1016/j.system.2011.01.006.

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Pichette, François, Linda de Serres, and Marc Lafontaine. "Sentence Reading and Writing for Second Language Vocabulary Acquisition." Applied Linguistics 33, no. 1 (September 24, 2011): 66–82. http://dx.doi.org/10.1093/applin/amr037.

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Mattheoudakis, Marina. "Connected words. Word associations and second language vocabulary acquisition." Language Learning Journal 40, no. 2 (July 2012): 259–60. http://dx.doi.org/10.1080/09571736.2012.681513.

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Tang, Zhongqing. "A Review on Studies into Incidental Vocabulary Acquisition through Different Input." English Language Teaching 13, no. 6 (May 19, 2020): 89. http://dx.doi.org/10.5539/elt.v13n6p89.

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Vocabulary acquisition, after being neglected for centuries, aroused people’s attention from the second half of last century. At that time, people began to realize, instead of grammar, vocabulary occupies the central role in language acquisition (Gass & Selinker, 1994). Compared with intentional vocabulary acquisition, incidental vocabulary acquisition was found to be the major way for people to acquire vocabularies. Early studies into incidental vocabulary acquisition focused on incidental vocabulary acquisition through reading activities. Later on, people found that listening activities was another good way to enhance incidental vocabulary acquisition. Nowadays, task mode of incidental vocabulary acquisition has become more pluralistic than before. This article is to review studies into incidental vocabulary acquisition through different input and point out the limitations of previous studies. The first limitation of previous studies is that word knowledge framework was undefined in previous studies and the second limitation is that prior knowledge, an factor which needs to be controlled, was neglected by some scholars. This review will hopefully provide some suggestions for both language teachers and language learners.

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Myles, Florence. "The development of theories of second language acquisition." Language Teaching 43, no. 3 (June 10, 2010): 320–32. http://dx.doi.org/10.1017/s0261444810000078.

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Second language acquisition (SLA) is a relatively new field of enquiry. Before the late 1960s, educators did write about L2 learning, but very much as an adjunct of language teaching pedagogy, underpinned by behaviourism, the then-dominant learning theory in psychology. In this view, the task facing learners of foreign languages was to rote-learn and practise the grammatical patterns and vocabulary of the language to be learnt, in order to form new ‘habits’, that is to create new stimulus–response pairings which would become stronger with reinforcement. In order for the ‘old habits’ of the L1 not to interfere with this process by being ‘copied’, or transferred, into the L2, researchers embarked on thorough descriptions of pairs of languages to be learnt, in order to identify areas that are different and would thus be difficult.

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Wang, Xue. "The Role of Glosses in L2 Incidental Vocabulary Acquisition in Reading." International Journal of Linguistics, Literature and Translation 5, no. 10 (October 22, 2022): 149–53. http://dx.doi.org/10.32996/ijllt.2022.5.10.17.

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Incidental vocabulary acquisition is the primary way for second language learners to acquire vocabulary knowledge and adding glosses has been proven a great contributor to this process. Generally speaking, glosses refer to the translation equivalent words, L2 synonyms or brief L2 explanations of target words. This paper reviewed studies on the role of glosses in L2 incidental vocabulary acquisition in reading in terms of gloss languages, gloss types, gloss locations and gloss modalities. Findings indicate that 1) adding glosses is conducive to vocabulary acquisition; 2) effects of gloss languages are mediated by learners' L2 proficiency; 3) multiple-choice glosses are better than single-translation glosses; 4) multi-modal glosses are better than single-modal glosses. These findings support the Revised Hierarchical Model, the Involvement Load Hypothesis and the Cognitive Theory of Multimedia Learning. Future research should focus more on the measurement of productive knowledge, the measurement of the depth of vocabulary knowledge, the measurement standard of second language proficiency and the vocabulary learning process in reading.

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Gao, Huan. "Analysis of Fossilization Process of the Second Language Vocabulary from the Perspective of Memetics." Theory and Practice in Language Studies 10, no. 10 (October 1, 2020): 1326. http://dx.doi.org/10.17507/tpls.1010.21.

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Vocabulary acquisition is important in the second language acquisition research. Research shows that the fossilization of the second language exists generally. From the perspective of Memetics and according to the reason and process from different stages of the second language acquisition, this study helps learners to know vocabulary petrochemical causes and process more clearly, which can achieve better preventive action and improve learners’ learning efficiency.

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Liu, Shan. "Review on Incidental Vocabulary Acquisition through Reading." Theory and Practice in Language Studies 8, no. 6 (June 1, 2018): 702. http://dx.doi.org/10.17507/tpls.0806.22.

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The teaching and research of vocabulary acquisition, after having been neglected for decades in the arena of second language teaching and learning, has assumed its rightful place as a fundamentally important part of language development. Much research has been done on second language vocabulary acquisition. Among them plenty of studies have been conducted to find out how to enhance incidental vocabulary acquisition through reading. In the present paper, related research has been reviewed and evaluated, providing helpful information for future research.

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Shuke, Huang, and Pan Cuiqiong. "The Influence of Reading Purpose on Second Language: Incidental Vocabulary Acquisition." IRA International Journal of Education and Multidisciplinary Studies 14, no. 1 (January 29, 2019): 1. http://dx.doi.org/10.21013/jems.v14.n1.p1.

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<p>In recent years, the study of incidental vocabulary acquisition has received worldwide attention from scholars at home and abroad. Based on the relevant literature and some relevant empirical studies, this paper mainly explores the influence of reading purposes on the incidental acquisition of second language vocabulary in natural reading. It also put forward some constructive suggestions on how to use these factors to guide students' vocabulary learning.<strong><em></em></strong></p>

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Shakouri, Nima, and Mehdi Shokouhi. "Theories in Second Language Acquisition Need to be Corroborated." Studies in English Language Teaching 3, no. 1 (March 6, 2015): 73. http://dx.doi.org/10.22158/selt.v3n1p73.

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<p><em>Interdisciplinary research is a key thrust for the future</em><em>. The present paper puts forth that most of the theories born in the last three decades are revitalization of old vocabulary; they are more or less assumption-based. Revitalization of old vocabulary should not be at the expense of discordance but corroboration of each other. In fact, the divergent epistemic orientations in SLA give a competitive nature to SLA. Thus, to the present writers, much<strong> </strong></em><em>of the dialogue concerning the strengths and weaknesses of SLA theories fails to provide a balance between theoretical assumptions and empirically substantiated knowledge.</em><strong><em></em></strong></p>

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Verhelst, Machteld, Koen Jaspaert, and Kris Van den Branden. "The Impact Of Input On Early Second Language Vocabulary Acquisition." ITL - International Journal of Applied Linguistics 163 (January 1, 2012): 21–42. http://dx.doi.org/10.1075/itl.163.02ver.

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Abstract This study investigated the effect of two meaning-oriented communicative tasks on L2 learners’ consolidation of new vocabulary met in a reading text on a familiar topic, building on the premises underlying the Dreyfus and Tsamir (2004) ‘Recognising, Building-with, and Constructing’ (RBC) model. Students in four lower intermediate EFL classes participated in the pre-test (of vocabulary size) post-test experimental study. Some of them only read the new text before taking an immediate and a delayed word retention test (control group); others read the text and afterwards completed comprehension questions (meaning-oriented receptive task). Still others, in addition, wrote a text similar in structure and contents to the input text while using the target words (meaning-oriented productive task). The fourth student group completed all three tasks consecutively. Our results show the superiority of the guided writing task over the ‘reading + comprehension questions’ and the ‘reading only’ conditions. On a theoretical level, content familiarity is shown to be an important mediator variable in early stages of vocabulary processing and consolidation.

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SPECIALE, GIOVANNA, NICK C. ELLIS, and TRACEY BYWATER. "Phonological sequence learning and short-term store capacity determine second language vocabulary acquisition." Applied Psycholinguistics 25, no. 2 (April 2004): 293–321. http://dx.doi.org/10.1017/s0142716404001146.

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Two studies examined individual cognitive differences affecting the acquisition of second language word forms. Experiment 1 measured 40 undergraduates' ability to learn phonological sequences, their phonological short-term store capacity as indexed by ability to repeat nonwordlike nonwords, and their learning of novel foreign language vocabulary (German) in an experimental task. Phonological sequence learning predicted receptive vocabulary learning. Phonological sequence learning and phonological store capacity made independent additive contributions to productive vocabulary learning. Experiment 2 determined the interactions of phonological sequence learning ability, phonological store capacity, and second language acquisition during a longitudinal field study of 44 novice undergraduate learners of Spanish during a 10-week course. Students' initial skill in phonological sequence learning predicted their final levels of Spanish receptive language and their eventual ability to repeat Spanish-wordlike nonwords. The results suggest that phonological store capacity and phonological sequence learning ability are initially separable constraints on second language vocabulary acquisition and that sequence learning ability underpins the acquisition of long-term phonological knowledge. Subsequent apprehension and consolidation of a novel word form is a product not only of phonological short-term store capacity but also of this long-term knowledge of the phonological regularities of language.

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BORDAG, DENISA, and MARIA ROGAHN. "The role of literariness in second language incidental vocabulary acquisition." Applied Psycholinguistics 40, no. 2 (December 18, 2018): 399–425. http://dx.doi.org/10.1017/s0142716418000620.

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ABSTRACTIn two reading experiments involving a self-paced reading task, we explored how literariness affects initial stages of incidental vocabulary acquisition during reading in second language German. In Experiment 1, literariness was operationalized along the formalist, language-driven approach, focusing on the role of literary devices and their assumed ability to draw readers’ attention to the verbal message itself. In Experiment 2, we included conventions related to reading fiction (book title, author name, and year of publishing) to modulate the reader’s mode of text processing, which defines literariness according to reader-driven approaches (e.g., reception theory). Contrary to the expectations based on the noticing hypothesis (Schmidt, 2012), we did not observe any advantage for incidental vocabulary acquisition in literary texts compared to nonliterary ones. However, in accordance with claims taking into account the limits of cognitive resources, we found evidence that acquisition of unknown words is impeded, if these directly participate in a literary device.

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Yudintseva, Anastassiya. "Game-Enhanced Second Language Vocabulary Acquisition Strategies: A Systematic Review." Open Journal of Social Sciences 03, no. 10 (2015): 101–9. http://dx.doi.org/10.4236/jss.2015.310015.

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Jacobs, George M. "Book Review : Second Language Vocabulary Acquisition: a Rationale for Pedagogy." RELC Journal 29, no. 1 (June 1998): 148–51. http://dx.doi.org/10.1177/003368829802900109.

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Jiang, Nan. "FORM–MEANING MAPPING IN VOCABULARY ACQUISITION IN A SECOND LANGUAGE." Studies in Second Language Acquisition 24, no. 4 (October 28, 2002): 617–37. http://dx.doi.org/10.1017/s0272263102004047.

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The mapping of lexical form to meaning is an important part of vocabulary acquisition in a second language (L2). This study examines the proposition that L2 lexical forms are often mapped to the existing semantic content of their first language (L1) translations rather than to new semantic specifications of their own. Native and nonnative English speakers were asked to perform two semantic judgment tasks in which they had to determine the degree of semantic relatedness of English word pairs (experiment 1) or to decide whether two English words were related in meaning (experiment 2). The nonnative speakers, but not the native speakers, were found to provide higher rating scores on or responded faster to L2 word pairs sharing the same L1 translations than to L2 word pairs that do not. The finding is interpreted as strong evidence in support of the presence of L1 semantic content in L2 lexical entries.

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Segler, Thomas M., Helen Pain, and Antonella Sorace. "Second Language Vocabulary Acquisition and Learning Strategies in ICALL Environments." Computer Assisted Language Learning 15, no. 4 (October 2002): 409–22. http://dx.doi.org/10.1076/call.15.4.409.8272.

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Restrepo Ramos, Falcon Dario. "Incidental Vocabulary Learning in Second Language Acquisition: A Literature Review." PROFILE Issues in Teachers' Professional Development 17, no. 1 (January 23, 2015): 157–66. http://dx.doi.org/10.15446/profile.v17n1.43957.

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GOLBERG, HEATHER, JOHANNE PARADIS, and MARTHA CRAGO. "Lexical acquisition over time in minority first language children learning English as a second language." Applied Psycholinguistics 29, no. 1 (January 2008): 41–65. http://dx.doi.org/10.1017/s014271640808003x.

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ABSTRACTThe English second language development of 19 children (mean age at outset = 5 years, 4 months) from various first language backgrounds was examined every 6 months for 2 years, using spontaneous language sampling, parental questionnaires, and a standardized receptive vocabulary test. Results showed that the children's mean mental age equivalency and standard scores on the Peabody Picture Vocabulary Test—Third Edition nearly met native-speaker expectations after an average of 34 months of exposure to English, a faster rate of development than has been reported in some other research. Children displayed the phenomenon of general all-purpose verbs through overextension of the semantically flexible verb do, an indicator of having to stretch their lexical resources for the communicative context. Regarding sources of individual differences, older age of second language onset and higher levels of mother's education were associated with faster growth in children's English lexical development, and nonverbal intelligence showed some limited influence on vocabulary outcomes; however, English use in the home had no consistent effects on vocabulary development.

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Gnevsheva, Ksenia, Anita Szakay, and Sandra Jansen. "Lexical preference in second dialect acquisition in a second language." International Journal of Bilingualism 26, no. 2 (October 31, 2021): 163–80. http://dx.doi.org/10.1177/13670069211036932.

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Aims and objectives/purpose/research questions: How does second dialect acquisition in a second language compare to that in a first language in terms of rates and predictors of second dialect vocabulary use? Design/methodology/approach: A lexical preference task was completed by four groups of participants residing in Australia: first language speakers of Australian (L1D1) and American (L1D2) English, and first language speakers of Russian who acquired Australian (L2D1) and American (L2D2) English first. The participants named objects which are denoted by different words in American and Australian English (e.g. bell pepper vs capsicum). Data and analysis: The response was coded as either American or Australian, and percentage of use of Australian items was calculated for each group. Findings/conclusions: L1D1 used Australian words the most and L1D2 the least. L2D1 and L2D2 fell between the two L1 groups. L1D2 rate of use was predicted by proportion of life spent in Australia. L2D1 were more likely to choose Australian words if they had lived in Australia longer and had positive attitudes toward Australia. L2D2 were less likely to use Australian words the longer they had lived in the USA. Similar, but not identical, factors predict second dialect acquisition in the first and second languages. Originality: The research is innovative in considering second dialect acquisition in second language speakers and creates a bridge between second language and second dialect acquisition research. Significance/implications: The finding that second language speakers may be more flexible in second dialect acquisition than first language speakers has important implications for our understanding of cognitive and social constraints on acquisition.

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Frijns, Carolien, and Kris Van den Branden. "Unlocking the power of productive classroom talk for early second language acquisition." TASK / Journal on Task-Based Language Teaching and Learning 1, no. 1 (May 27, 2021): 71–99. http://dx.doi.org/10.1075/task.00004.fri.

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Abstract This study investigates whether participation in classroom interaction and a specific type of affective priming using parents’ pictures had positive effects on ethnic minority children’s L2 vocabulary acquisition. A quasi-experimental study was set up in which preschoolers-at-risk were engaged in a task-based intervention with different types of affective priming while they were participating in, or overhearing, classroom interaction in the L2. The results of the study indicated significant main effects of (1) the children’s prior proficiency in the second language and (2) their participation in productive classroom interaction on their vocabulary acquisition. A significant interaction effect was found for overhearing and school disliking. For affective priming, no significant effects were found. This present study provides evidence that both participating in, and overhearing, productive classroom talk are powerful ways to boost young children’s L2 vocabulary acquisition.

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Mazur, Michal, Krzysztof Karolczak, Rafal Rzepka, and Kenji Araki. "A System for English Vocabulary Acquisition based on Code-Switching." International Journal of Distance Education Technologies 14, no. 3 (July 2016): 52–75. http://dx.doi.org/10.4018/ijdet.2016070104.

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Vocabulary plays an important part in second language learning and there are many existing techniques to facilitate word acquisition. One of these methods is code-switching, or mixing the vocabulary of two languages in one sentence. In this paper the authors propose an experimental system for computer-assisted English vocabulary learning in context using a code-switching based approach for Japanese learners. First they introduce the CO-MIX system, an English vocabulary teaching system that uses code-switching for vocabulary acquisition. Next, they show how they utilize incidental learning techniques with graded readers to increase language proficiency. The authors present the system architecture, underlying technologies, and evaluate the system's performance through user interaction with both a baseline and the proposed system by using a semantic differential scale. They also perform separate factor analysis of participants' attitudes for both systems, an analysis of users' mistakes and compare users' language tests scores. Finally, the authors discuss the evaluation results and further development of this technology.

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Alshraideh, Doniazad Sultan, and Nesreen Saud Alahmdi. "Using Drama Activities in Vocabulary Acquisition." International Journal of English Language Teaching 7, no. 1 (February 6, 2020): 41. http://dx.doi.org/10.5430/ijelt.v7n1p41.

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Many different pedagogical methodologies are applied in the field of English as a foreign language. One of the less-used strategies in Saudi Arabia is teaching and learning vocabulary through drama. This study represents an attempt to investigate the effectiveness of English drama activities for the vocabulary acquisition of second\foreign language learners and how English teachers can use drama in the L2 classroom. Five types of drama activities for learning vocabulary are used in this research: mime, storytelling, role play, simulation, and improvisation. This study was conducted on two preparatory-year classes. Each class was divided into six classes of 36 students. The students were homogenous in terms of gender and level of English language proficiency. The results show that drama helped the learners engage in learning new vocabulary in non-constructed learning environment, and facilitated vocabulary acquisition effectively and accurately in various contexts.

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Tomme-Jukēvica, Ingēra. "LEXICAL ERRORS IN THE ACQUISITION OF THE LATVIAN LANGUAGE AS THE SECOND LANGUAGE AT PRESCHOOL AGE." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 26, 2016): 469. http://dx.doi.org/10.17770/sie2016vol2.1406.

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The lexical component plays a significant role in the first stages of language acquisition. However, there has been relatively little research into the lexical errors of young second language learners at preschool age. Moreover, the Russophone children’s Latvian language as a second language has not been analyzed in lexical aspect so far. The aim of this study is to investigate types of lexical errors and the reasons for their occurrence. The data on 12 six-seven year old children, who study L2 (Latvian) in a formal language learning context were collected. Children’s speech (using the author’s compiled vocabulary test for identification of productive skills of single-word vocabulary) was recorded on a dictaphone. Errors were identified, classified and tabulated. The findings illustrate three categories of lexical errors: interlingual (L1-transfer), intralingual (L2-influence) and mutual (both L1- and L2-influence) in the oral presentations of the participants. Semantic, morphological, and phonological types of errors featuring in them were identified. The results imply that children (like adults) learning L2 vocabulary use the strategy of LI (Russian) lexical transfer (e. g., borrowing, coinage) to cope with the lexical difficulties imposed by the new vocabulary. Determination of the particular lexical errors, and establishment of the causes that generate them will help the teacher delimitate their approach to Latvian vocabulary teaching. To prevent children’s errors some recommendations are proposed. It is advisable to devise and incorporate special exercises and activities directed to the practice of problematic lexical areas.

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