The effects of context on incidental vocabulary learning

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dc.contributor.authorWebb, Stuart
dc.date.accessioned2020-05-22T02:06:51Z
dc.date.available2020-05-22T02:06:51Z
dc.date.issued2008-10
dc.description.abstractJapanese university students learning English as a foreign language (EFL) encountered 10 target words in 3 sets of 10 short contexts that were rated on the amount of information available to infer the target words’ meanings. One group of learners met the target words in contexts rated more highly than the contexts read by the other group. A surprise vocabulary test that measured recall of form, recognition of form, recall of meaning, and recognition of meaning was administered after the treatments. The results showed that the group that read the contexts containing more contextual clues had significantly higher scores on both tests of meaning. The findings indicate that the quality of the context rather than the number of encounters with target words may have a greater effect on gaining knowledge of meaning. Conversely, it is the number of encounters that will have a greater effect on knowledge of form.
dc.identifier.doi10125/66826
dc.identifier.issn1539-0578
dc.identifier.urihttp://hdl.handle.net/10125/66826
dc.publisherUniversity of Hawaii National Foreign Language Resource Center
dc.publisherCenter for Language & Technology
dc.subjectincidental learning
dc.subjectcontext
dc.subjectvocabulary knowledge
dc.subjectmeaning
dc.subjectform
dc.subjectorthography
dc.subjectrepetition
dc.titleThe effects of context on incidental vocabulary learning
dc.typeArticle
dc.type.dcmiText
local.rfl.topicLexis
prism.endingpage245
prism.number2
prism.startingpage232
prism.volume20

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Volume 20, No. 2 Special Issue: Reading and Vocabulary