Frequency Effects in Second Language Acquisition: An Annotated Survey

Kartal, Galip; Sarıgül, Ece

doi:10.11114/jets.v5i6.2327

Cited by 7 publications

(6 citation statements)

References 21 publications

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“…And many studies found that acquisition is closely related to frequency (e.g. Ellis, 2002; Koprowski, 2005), and both corpus and experimental data show that input frequency has a significant impact on second language acquisition (Kartal & Sarigul, 2017). In word recognition, frequency is one of the strongest predictors of processing efficiency.…”

Section: Discussionmentioning

confidence: 99%

The effects of emotional context and exposure frequency on L2 contextual word learning

Hao

Liang

Wang

et al. 2021

International Journal of Bilingualism

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Objectives: An experiment was conducted to explore how emotional valence of contexts and exposure frequency of novel words affect second language (L2) contextual word learning. Methodology: Chinese native speakers who learned English in a formal classroom setting were asked to read English paragraphs with different emotional valence (positive, negative or neutral) across five different days. These paragraphs were embedded with pseudowords. During this learning process, form recognition test and meaning recall test were carried out for these pseudowords. Data and analysis: Data were analyzed using mixed-model ANOVA. Accuracy for each task was compared among the three kinds of emotional contexts. Findings/Conclusions: In the form recognition test, the accuracy in the negative context was higher than in the positive and neutral contexts, and the pseudowords were acquired much earlier. In the meaning recall test, the accuracy in the positive and negative contexts was higher than that in the neutral context. Accuracy increased gradually with the increase of exposure frequency of the pseudowords. More importantly, we found that less exposure times were needed for emotional context relative to neutral context in contextual word learning. Originality: This may be the first study to explore the influence of emotional valence and exposure frequency on L2 contextual word learning. Significance/Implications: This study underlined the importance of emotional information in L2 contextual word learning and contributed to the understanding of how emotional information and exposure frequency functions in this learning process.

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Section: Discussionmentioning

confidence: 99%

The effects of emotional context and exposure frequency on L2 contextual word learning

Hao

Liang

Wang

et al. 2021

International Journal of Bilingualism

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“…The present study finds that exposure frequency exerts a significant effect on IVA and that seven is the threshold value for IVA through extensive reading to occur. Kartal & Sarigul (2017) argue that input frequency significantly influences second language acquisition. This is particularly true with IVA through reading.…”

Section: A Frequency Effect On Ivamentioning

confidence: 99%

Effect of Word Exposure Frequency on Chinese Advanced EFL Learners’ Incidental Vocabulary Acquisition

Zhu

Huang

2021

jltr

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The present study explores the effect of word exposure frequency on Chinese advanced EFL learners’ incidental acquisition of three aspects of word knowledge (i.e., word form, word class and word meaning). The participants were 20 Chinese English postgraduates who read two chapters of an original English novel and took four vocabulary tests. The target words were 20 pseudo-words created to replace the words that naturally occurred from one to twenty times in the text. The results show that word exposure frequency has a significant effect on IVA through reading, exerting the strongest effect on word form recognition and the weakest on word meaning recall. The study also finds that seven is the threshold value for significant word gain growth and that local word frequency also influences learners’ IVA.

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“…Frequency, and more specifically frequency in the input is defined as -the relative frequency of formal features in the language that people hear or read (Vanpatten and Benati, 2010) as cited in Kartal and Sarıgül (2017). The frequency of linguistic structures (the word -structure‖ is purposively used in this context, to refer to a grammatical on the second language acquisition process since the frequency of structures a learner is exposed to promotes the process of acquiring a second language (MacWhinney, 1997;Ellis, 2002).…”

Section: Literature Reviewmentioning

confidence: 99%

The Frequency Effects of a Relatively Rarely Used Grammar Structure: The Case of Had Better

Rakab

2018

International Journal of English Language and Literature Studie

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The proposed study aimed to investigate the frequency effects of a relatively rarely used grammar structure, namely had better, and its impact on the process of second language learning. 43 university students participated in the study, who were undergraduate engineering students at a public university in Saudi Arabia. Their English proficiency level ranged between lower-intermediate and upper intermediate. The second language acquisition (SLA) literature indicates that the more frequently a language structure is encountered by a learner, the more likely the successful acquisition of that language structure is, whether this is for the learner's first (L1) or second (L2) language (Ellis, 2002;Gries, 2008). Two modal auxiliary verbs, had better and should, were particularly selected for this study. They were selected because one of them (had better) is rather rarely used (both in spoken and written discourse), whereas the other modal auxiliary (should) is used very frequently. The findings obtained from this study were analyzed in terms of form and meaning relationship. While the findings indicated that only one-third of the participants correctly identified that [‗d] in the [‗d better] pattern corresponded to had, more than half of the students (51%) thought that ['d] corresponded to would. The results for meaning, on the other hand, displayed a very different pattern from the findings for form. 65 percent of the participants correctly identified that -you'd better see a dentist‖ could alternatively be expressed by saying -your teeth are not in a good state. I advise you to see the dentist‖. These findings suggest that learners acquire the meaning of a grammatical pattern significantly more easily than the actual grammatical pattern itself, which means that they had far more trouble with form than meaning. The implication of these findings is multifold, which this article will address. Contribution/ Originality:This study contributes to the existing scholarship in that it investigates a relatively rarely used auxiliary verb (had better) and its impact on second language acquisition. More specifically, it attempts to explore the frequency of -had better‖ especially in terms of form-meaning relationship. INTRODUCTIONThis article aims to investigate the frequency effects of a relatively rarely used grammar structure, namely had better, and its impact on the process of second language learning. The modal auxiliary verb had better occurs only 507 times in the British National Corpus, whereas should, another modal auxiliary verb, which has almost the same meaning as had better, occurs 107, 822 times. In other words, the word should occurs as many as 212 times more than had better. The relatively low frequency of had better compared to should has important pedagogical

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Frequency Effects in Second Language Acquisition: An Annotated Survey

Cited by 7 publications

References 21 publications

The effects of emotional context and exposure frequency on L2 contextual word learning

The effects of emotional context and exposure frequency on L2 contextual word learning

Effect of Word Exposure Frequency on Chinese Advanced EFL Learners’ Incidental Vocabulary Acquisition

The Frequency Effects of a Relatively Rarely Used Grammar Structure: The Case of Had Better

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