Volume 33, No. 2

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    Readings on L2 Reading: Publications in other Venues 2020-2021
    (University of Hawaii National Foreign Language Resource Center, 2021-10-15) Harris, Shenika ; Li, Yanjie ; Balmaceda M., David ; Rivera, José Luis Garrido ; Ghaedi, Hadis
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    Research Investigating Lexical Coverage and Lexical Profiling: What We Know, What We Don’t Know, and What Needs to be Examined
    (University of Hawaii National Foreign Language Resource Center, 2021-10-15) Webb, Stuart
    Studies of lexical coverage are valuable because they reveal the importance of vocabulary knowledge to comprehension. Lexical profiling research is also extremely useful because it indicates the vocabulary knowledge necessary to understand different text types such as novels, newspapers, academic lectures, television programs, and movies. Moreover, lexical profiling research provides teachers and learners with concrete vocabulary learning targets that students can seek to achieve and evaluate their knowledge against. However, there are only three studies that have precisely investigated the effects of lexical coverage on reading comprehension (Hu & Nation, 2000; Laufer, 1989; Schmitt et al., 2011), two that have directly investigated its effects on listening comprehension (Bonk, 2000; Van Zeeland & Schmitt, 2013), and one that has done this for viewing comprehension (Durbahn et al., 2020). With few studies and few variables that may affect comprehension examined, discussions of the generalizability of lexical coverage findings are likely overstated. The aim of this article is to clarify earlier research findings and highlight areas where further research is needed.
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    Effective Treatment of Vocabulary when Teaching L2 Reading: The Example of Yoko Tawada’s Wo Europa anfängt
    (University of Hawaii National Foreign Language Resource Center, 2021-10-15) Fichtner, Friederike ; Barcroft, Joe
    Second language (L2) learners comprehend more when they are prepared for novel vocabulary that they encounter in a text. Input-based incremental (IBI) vocabulary instruction (Barcroft, 2012) provides L2 instructors and learners with a means of achieving this goal by (a) presenting optimal input to learners at the right time during a reading-focused lesson and (b) promoting the gradual development of different aspects of word knowledge over time. The approach draws on theoretical advances and research findings related to lexical input processing, including the benefits of acoustically varied input and opportunities for target word retrieval. This paper explains the IBI approach and demonstrates how it can be applied when teaching authentic texts, using as an example L2 German and Wo Europa anfängt (1991) by Yoko Tawada, a narrative that addresses themes such as transnationalism, migration, borders, and cultural identity.
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    Response to Yang et al. (2021): Clarifying the Input Hypothesis
    (University of Hawaii National Foreign Language Resource Center, 2021-10-15) Taylor, Charlie
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    Lexical Mastery Thresholds and Lexical Units: A Reply to Laufer
    (University of Hawaii National Foreign Language Resource Center, 2021-10-15) McLean, Stuart ; Stoeckel, Tim