occurrence in a graded reader: Love or Money. LEARN Journal, 7(2), 36-50. Teng, F. (2014b). Research Into practice: Strategies for teaching and learning.
Cited at: Teng, F. (2016). Incidental vocabulary acquisition from reading and listening: The effects of word exposure frequency. In E, Dorman, & J, Bidal (eds.), Departing from tradition: Innovations in English language teaching and learning (pp.182207). Cambridge: Cambridge Scholars Publishing.
CHAPTER TWELVE
INCIDENTAL VOCABULARY ACQUISITION FROM READING AND LISTENING: THE EFFECTS OF WORD EXPOSURE FREQUENCY
FENG TENG NANNING UNIVERSITY, CHINA
Abstract
The current study compared the frequency rate at which word knowledge was acquired by English as Foreign Language (EFL) students from the two input modes of reading and listening. Fifteen target words were selected and allocated within three frequency groups. The four test types of recall of form, recognition of form, recall of meaning, and recognition of meaning were administered to measure a student’s ability in building a form-meaning link. Immediate posttests were administered for assessing vocabulary development, and delayed posttests were administered two weeks later for assessing retention. The results of the current study revealed that new words could be learned incidentally in both modes, but more word knowledge was learned in reading. The effect of word exposure frequency on incidental vocabulary gains was significant for the four test types in both of the two modes. As only partial word knowledge was acquired by both modes, it appeared that, for these two modes to be a valuable source for incidental vocabulary learning, not only word exposure frequency, but also elaborate
word processing be needed. Relevant implications for teaching and learning vocabulary were proposed.
Keywords: incidental vocabulary acquisition, frequency, reading, listening
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