Noticing vocabulary holes aids incidental second language word learning: An experimental study

Vos, Johanna F. de; Schriefers, Herbert; Lemhöfer, Kristin

doi:10.1017/s1366728918000019

Cited by 43 publications

(10 citation statements)

References 52 publications

(68 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Our results suggest that difficulties caused by properties of the words themselves may also be targets for increasing long-term learning. Future research incorporating measures of motivation and/or manipulations of task engagement (e.g., through game-like formats, De Vos et al, 2019;Yang et al, 2020; see Derakhshan and Khatir, 2015 for review) could help elucidate the potential role of affective variables in determining the impact of cross-linguistic influence on transfer between non-native vocabulary.…”

Section: Discussionmentioning

confidence: 99%

Costs and Benefits of Native Language Similarity for Non-native Word Learning

et al. 2021

View full text Add to dashboard Cite

The present study examined the costs and benefits of native language similarity for non-native vocabulary learning. Because learning a second language (L2) is difficult, many learners start with easy words that look like their native language (L1) to jumpstart their vocabulary. However, this approach may not be the most effective strategy in the long-term, compared to introducing difficult L2 vocabulary early on. We examined how L1 orthographic typicality affects pattern learning of novel vocabulary by teaching English monolinguals either Englishlike or Non-Englishlike pseudowords that contained repeated orthographic patterns. We found that overall, the first words that individuals learned during initial acquisition influenced which words they acquired later. Specifically, learning a new word in one session made it easier to acquire an orthographically similar word in the next session. Similarity among non-native words interacted with native language similarity, so that words that looked more like English were easier to learn at first, but they were less effective at influencing later word learning. This demonstrates that although native language similarity has a beneficial effect early on, it may reduce learners' ability to benefit from non-native word patterns during continued acquisition. This surprising finding demonstrates that making learning easier may not be the most effective long-term strategy. Learning difficult vocabulary teaches the learner what makes non-native words unique, and this general wordform knowledge may be more valuable than the words themselves. We conclude that native language similarity modulates new vocabulary acquisition and that difficulties during learning are not always to be avoided, as additional effort early on can pay later dividends.

show abstract

Section: Discussionmentioning

confidence: 99%

Costs and Benefits of Native Language Similarity for Non-native Word Learning

et al. 2021

View full text Add to dashboard Cite

show abstract

“…He was focused on the message, attending closely to what his interlocutor said next, motivated to understand and communicate because the task was interesting and fun, with an outcome at stake. The initial breakdown alerted him to a gap, or hole, in his lexicon, a condition shown to increase learning (De Vos, Schriefers, & Lemhofer, 2018a). The help was duly provided, again in a meaningful context.…”

Section: Elaborated Inputmentioning

confidence: 99%

Optimal input for language learning: Genuine, simplified, elaborated, or modified elaborated?

Long

2019

Lang. Teach.

View full text Add to dashboard Cite

Discussions of optimal types of spoken and written input for language learning have traditionally focused on the relative merits of authentic and linguistically simplified spoken and written texts. I will argue that elaborated input and, in particular, modified elaborated input, constitute better options, with tasks, not just texts, functioning as important input sources. Modified elaborated input, potentially coupled with bimodal presentation, has many positive features, especially, but not only, for programs seeking to increase students' opportunities for enhanced incidental learning.

show abstract

“…However, this cannot be achieved simply by learning lists of vocabulary and explicitly trying to commit new words to memory (Horst, 2005). Rather, incidental learning through informal exposure to FLs has been shown to lead to vocabulary acquisition (Bisson, van Heuven, Conklin & Tunney, 2013, 2014, 2015; de Vos, Schriefers & Lemhöfer, 2019; Pellicer-Sánchez & Schmitt, 2010; Webb, Newton & Chang, 2013). Incidental learning reflects a different form of learning than intentional learning: rather than intentionally trying to memorise new information, learners focus on another activity, such as understanding a story or playing a game, whilst being exposed to a FL.…”

Section: Introductionmentioning

confidence: 99%

An ear and eye for language: Mechanisms underlying second language word learning

2021

View full text Add to dashboard Cite

To become fluent in a second language, learners need to acquire a large vocabulary. However, the cognitive and affective mechanisms that support word learning, particularly among second language learners, are only beginning to be understood. Prior research has focused on intentional learning and small artificial lexicons. In the current study investigating the sources of individual variability in word learning and their underlying mechanisms, participants intentionally and incidentally learned a large vocabulary of Welsh words (i.e., emulating word learning in the wild) and completed a large battery of cognitive and affective measures. The results showed that, for both learning conditions, native language knowledge, auditory/phonological abilities and orthographic sensitivity all made unique contributions to word learning. Importantly, short-term/working memory played a significantly larger role in intentional learning. We discuss these results in the context of the mechanisms that support both native and non-native language learning.

show abstract

Noticing vocabulary holes aids incidental second language word learning: An experimental study

Abstract: Noticing the hole (NTH) occurs when speakers want to say something, but realise they do not know the right word(s). Such awareness of lacking knowledge supposedly facilitates the acquisition of the unknown word(s) from later input (Swain, 1993

Cited by 43 publications

References 52 publications

Costs and Benefits of Native Language Similarity for Non-native Word Learning

Costs and Benefits of Native Language Similarity for Non-native Word Learning

Optimal input for language learning: Genuine, simplified, elaborated, or modified elaborated?

An ear and eye for language: Mechanisms underlying second language word learning

Contact Info

Product

Resources

About