Cited by 107Second Language Acquisition and LearningEFL/ESL Teaching and LearningReading and Literacy Development

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INCIDENTAL VOCABULARY LEARNING IN SLA: EFFECTS OF FREQUENCY, AURAL ENHANCEMENT, AND WORKING MEMORY

Malone, Jonathan·2018·Studies in Second Language Acquisition

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Abstract

Abstract This study explored the roles of exposure frequency, aural enhancement (AE) of input, and individual differences in working memory (WM) during L2 incidental vocabulary learning while reading. Eighty intermediate-level English learners were divided into four treatment groups, and given reading tasks with target words embedded two or four times. Listening while reading was controlled, as well as duration of exposure to new words through timed reading tasks, and comprehension questions helped to ensure a focus on meaning. Surprise posttests assessed initial form recognition and form-meaning connections. Proficiency and WM measures were administered, with English proficiency used as a covariate. Results indicated that measurable learning occurred at the two-exposure level for new words, both in form recognition and form-meaning connections. Frequency effects held from two to four exposures across AE and non-AE conditions, but were influenced by AE on the form-meaning outcome. This indicated support for simultaneous input modalities facilitating deeper processing and better learning outcomes. WM outcomes correlated with vocabulary outcomes for form recognition, and an aptitude by treatment interaction was found for form recognition.

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Authors: Malone, J.
Affiliations: University of Maryland, College Park (US)
Corresponding author: Malone, Jonathan
ORCID: Malone, Jonathan
Venue: Studies in Second Language Acquisition
Publisher: Cambridge University Press (CUP)
Published: 2018-02-19
Volume: 40
Issue: 3
Pages: 651-675
ISSN: 0272-2631 (ISSN-L)
1470-1545
DOI: 10.1017/s0272263117000341
OpenAlex: W2794250378
Cited by: 100
References: 82
Citations by year: 2026: 6 · 2025: 24 · 2024: 14 · 2023: 12 · 2022: 18 · 2021: 13 · 2020: 4 · 2019: 8 · 2018: 1
FWCI: 12.78
Type: journal article
Language: en
Open access: closed
Licence: www.cambridge.org/core/terms (unspecified)
Locations: Studies in Second Language Acquisition (publishedVersion)
Topics: Social Sciences › Psychology › Developmental and Educational Psychology › Second Language Acquisition and Learning
Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
Keywords: incidental vocabulary learning, exposure frequency, listening while reading, working memory, individual differences, shape recognition, form-meaning connections, second language reading, ESL learners

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Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

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INCIDENTAL VOCABULARY LEARNING IN SLA: EFFECTS OF FREQUENCY, AURAL ENHANCEMENT, AND WORKING MEMORY

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About these checks