Text encounters of the frequent kind : learning L2 vocabulary through reading
It is generally believed that reading in a second language is one of the main ways learners acquire vocabulary. Increased exposure to new words in context is assumed to result in increased vocabulary knowledge. However, good experimental evidence supporting this connection is hard to come by. Most available studies report only tiny gains in vocabulary knowledge as a result of reading. We believe this problem arises because experiments typically use insensitive methodologies and study the acquisition of only a few words. Our research addresses these design issues. When we carefully controlled the conditions in which L2 learners read a text, we found clear evidence of a role for frequent exposures to new words. Although this experiment made a stronger case for the benefits of frequent encounters than previous studies, we felt results were limited by two factors: constraints on learning opportunities in natural texts and insensitive testing. Repeated readings of the same text proved to be a way of offering learners more frequent exposures to new words than are normally available, and a ratings scale allowed us to test word knowledge more sensitively. We implemented these innovations in two case studies that tracked
Horst, M. E.
Text encounters of the frequent kind : learning L2 vocabulary through reading. It is generally believed that reading in a second language is one of the main ways learners acquire vocabulary. Increased exposure to new words in context is assumed to result in increased vocabulary knowledge. However, good experimental evidence supporting this connection is hard to come by. Most available studies report only tiny gains in vocabulary knowledge as a result of reading. We believe this problem arises because experiments typically use insensitive methodologies and study the acquisition of only a few words. Our research addresses these design issues. When we carefully controlled the conditions in which L2 learners read a text, we found clear evidence of a role for frequent exposures to new words. Although this experiment made a stronger case for the benefits of frequent encounters than previous studies, we felt results were limited by two factors: constraints on learning opportunities in natural texts and insensitive testing. Repeated readings of the same text proved to be a way of offering learners more frequent exposures to new words than are normally available, and a ratings scale allowed us to test word knowledge more sensitively. We implemented these innovations in two case studies that tracked
text encounter frequent kind learning vocabulary reading generally_believe reading second_language one_main way learner acquire vocabulary increased exposure new_word context assume increased vocabulary_knowledge however good experimental_evidence support connection hard come available study_report tiny gain vocabulary_knowledge reading believe problem_arise typically use insensitive methodology study acquisition word address design issue carefully control_condition learner read_text find clear evidence role frequent new_word although make_strong case benefit frequent encounter previous_study felt limited factor constraint learn opportunity natural text insensitive testing repeated reading_text way offer learner frequent exposure new_word normally available rating scale allow test word_knowledge implement innovation two_case study track