Learning L2 German Vocabulary Through Reading: The Effect of Three Enhancement Techniques Compared

Abstract

This study investigated three techniques designed to increase the chances that second language (L2) readers look up and learn unfamiliar words during and after reading an L2 text. Participants in the study, 137 college students in Belgium (L1 = Dutch, L2 = German), were randomly assigned to one of four conditions, forming combinations of two between-subject factors: ± prereading test announcement and ± postreading vocabulary task. Comprehension questions were used to direct participants' attention to half of the 16 target words in this study, creating the within-subject factor (word relevance). Participants accomplished the experimental tasks at computers. They could look up the meaning of unfamiliar words in an online dictionary. The dependent variables are the following: use of online dictionary during reading, performance on a word-form recognition test, and performance on two word-meaning recall tests (immediate and

Learning new vocabulary in German: the effects of inferring word meanings, type of feedback, and time of test

“…The extra contextual information provided by German feedback could therefore explain the tendency for implausible errors to be corrected more often on the delayed test by participants who received German feedback as compared with English feedback. Context could be beneficial in this case because it may provide another chance to infer the word's meaning (Nation, 2001), encourage elaborative processing of the word's meaning (e.g., Cheng & Good, 2009;Craik & Lockhart, 1972;Peters et al, 2009), or provide a greater variety of retrieval cues that can facilitate future recall of the word's meaning (e.g., Young & Bellezza, 1982).…”

“…When the goal is comprehension, participants may not deliberately try to learn the meanings of unknown words (e.g., Hulstijn, Hollander, & Greidanus, 1996;Laufer, 2003). Indeed, some research has found that unknown words are more likely to be ignored when they are not relevant to comprehending the meaning of a passage (e.g., Hulstijn, 1993;Peters, Hulstijn, Sercu, & Lutjeharms, 2009).…”

Readers, Players, and Watchers: EFL Students’ Vocabulary Acquisition through Digital Video Games

“…Researchers have shown that direct instruction techniques can significantly increase reading comprehension (Peters, Hulstijn, Sercu, & Lutjeharms, 2009). It was, however, found to be inadequate for fully preparing ESL/EFL learners (Nation & Waring, 1997).…”

Reconocimiento visual y categorización semántica de palabras nuevas en inglés como lengua extranjera (L2): El rol de la lectura y las actividades explícitas de vocabulario

“…Esta investigadora descubrió que el grupo de estudiantes que desarrolló ejercicios interactivos de vocabulario después de la lectura mejoró de manera significativa en comparación al grupo que solo leyó los textos. Estudios más recientes han confirmado los hallazgos de las investigaciones pioneras en L2, utilizando diversas actividades centradas en el vocabulario, tales como ejercicios de comprensión lectora, ejercicios de vocabulario contextualizados, compleción de palabras, entre otras (Kim, 2008;Min, 2008;Peters, Hulstijn, Sercu & Lutjeharms, 2009;Sonbul & Schmitt, 2010;Little & Kobayashi, 2011).…”