Incidental and Intentional Learning

Hulstijn, Jan H.

doi:10.1002/9780470756492.ch12

Cited by 267 publications

(153 citation statements)

References 81 publications

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“…While studying in Pauwels (2012) and in Fitzpatrick et al (2008) is clearly intentional, the learning in Pigada and Schmitt (2006) is clearly incidental in that it is a by-product of the reading activity. Although studies such as Milton (2008), Eckerth and Tavakoli (2012) and Laufer and Rozovski-Roitblat (2011) conform to Hulstijn's (2003) definition of incidental as not involving the learners' deliberate intention to memorise words, they do contain activities drawing attention to the vocabulary. Milton (2008: 226) sees a difference with intentional learning in that 'the presence of a vocabulary test each week focuses the learner's attention on the lexis of the texts being studied, rather than on the lexis of the test' and supports this statement by testing students on another 100-word sample with similar results.…”

Section: Measuring Learningmentioning

confidence: 90%

How advanced students approach intentional vocabulary study

Pauwels

2015

The Language Learning Journal

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To date, research into vocabulary learning strategies has mainly made use of questionnaires about studying preferences in general or of interviews following a specific study task, focusing on finding out which strategies were most popular. The present investigation attempts to provide more insight into the effects of the parameters of timing and approach on a specific task in the context of the students' regular coursework. Students were given six weeks to study an academic vocabulary of 163 headwords/266 items with the aim of being able to use it productively. Fiftyfive students were divided into groups with different instructions for timing and overall approach with a view to quantitative analyses. Data for qualitative analysis were gathered through study logs. The study used pre-and post-tests consisting of the translation of passages from academic book reviews into English, targeting 25 of the items. The study confirms the potential for large gains of intentional study going beyond immediate effects of form recognition or form recall. Results showed no statistically significant differences for either timing or overall approach. Qualitative study of the logpages confirms the popularity of list learning and provides further indications as to effective and less effective strategies.

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Section: Measuring Learningmentioning

confidence: 90%

How advanced students approach intentional vocabulary study

Pauwels

2015

The Language Learning Journal

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“…Studies (Hulstijn, 2003;Mehrpour, 2008;Qian, 1996) that compared these two strategies clearly indicated that intentional learning is more effective than incidental learning. However, other studies showed results that contradict the argument (Ahmad, 2011;Horst, 2005;Pitt, White & Krashen, 1989).…”

Section: A N U S C R I P Tmentioning

confidence: 94%

Designing a smartphone app to teach English (L2) vocabulary

2015

Computers & Education

143

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“…Thus, explicit knowledge is often described as knowledge with awareness; implicit knowledge as knowledge without awareness (Ellis 2005;Hulstijn 2003Hulstijn , 2005. Implicit L2 knowledge is considered as unanalyzed and intuitive: for example, being able to judge the same sentence as ungrammatical but unable to explain why.…”

Section: Implicit and Explicit Knowledge In Slamentioning

confidence: 99%

SLA research and L2 pedagogy: Misapplications and questions of relevance

Spada¹

2013

Lang. Teach.

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Link to this article: http://journals.cambridge.org/abstract_S026144481200050XHow to cite this article: Nina Spada SLA research and L2 pedagogy: Misapplications and questions of relevance.There has been considerable debate about the relevance and applicability of SLA theory and research for L2 pedagogy. There are those who maintain that SLA must be applicable to L2 pedagogy: a view based on the argument that because SLA is a subfield of applied linguistics, it should have direct relevance to L2 teaching. Others take the view that not all areas of SLA research need to be relevant to L2 pedagogy -only the more 'applied' areas. While I would agree that much of the work in SLA should be applicable to L2 pedagogy, particularly research on instructed SLA, my presentation takes a different perspective on the SLA/L2 pedagogy interface. It focuses on MISAPPLICATIONS of SLA theory and research to L2 pedagogy. I argue that the applicability of SLA research for L2 instruction requires a careful consideration of context and that specific SLA constructs -even those considered to be important within instructed SLA -may not have direct RELEVANCE to L2 pedagogy. Three areas of SLA research that I will discuss with respect to misapplication and relevance are: the role of instruction in SLA, the role of age in SLA, and the nature of and distinction between implicit and explicit L2 knowledge.

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Incidental and Intentional Learning

Cited by 267 publications

References 81 publications

How advanced students approach intentional vocabulary study

How advanced students approach intentional vocabulary study

Designing a smartphone app to teach English (L2) vocabulary

SLA research and L2 pedagogy: Misapplications and questions of relevance

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