What effects do text-based task promoting generation have on incidental vocabulary acquisition?  

Oleh:

Joe, Angela

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Applied Linguistics (Full Text) vol. 19 no. 3 (Sep. 1998), page 357-377.
Fulltext: Vol 19, 3, p 357-377.pdf (1.14MB)

Ketersediaan

Perpustakaan PKBB Nomor Panggil: 405/APL/19 Non-tandon: tidak ada Tandon: 1

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Isi artikel

A large proportion of vocabulary is acquired incidentally from written contexts. However, in text-based studies promoting generative processing, it is not clear if, or to what extent, generation influences incidental vocabulary learning. This study examined the effects of text-based tasks and background knowledge (prior vocabulary knowledge and a disposition to use generative learning tactics when tackling new vocabulary) on incidental vocabulary acquisition. Forty eight adult ESL learners were randomly assigned to one of three treatments: (a) reading and retelling a text with explicit generative training and without access to the text during recall, (b) reading and retelling a text without explicit generative training but with access to the text during recall, and (c) neither reading nor retelling a text. All subjects sat a pre-test (individual interviews and a read and retell task) and post-tests (individual interviews and two multiple-choice tests) designed to tap partial vocabulary knowledge gains. Results indicated that the process of reading and retelling a text promotes incidental vocabulary learning and that generative processing enhances vocabulary learning with greater levels of generative processing leading to greater vocabulary gains for unknown words.

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