The Relationship Between Text Comprehension and Second Language Incidental Vocabulary Acquisition: A Matter of Topic Familiarity?

Abstract

The study reported in this article describes second language (L2) vocabulary learning outcomes associated with adult L2 reading comprehension processes, thus connecting L2 learning with the complex cognitive and linguistic processing involved in reading. The study aimed to determine whether background knowledge moderated the relationship between passage comprehension and lexical input processing outcomes, such as intake and receptive gain and retention of target‐word meanings. The primary theoretical contribution concerns the nature of the relationships that obtained between passage comprehension and lexical input processing. Overall, the results suggest that as learners become more efficient in engaging in the various processing activities required during L2 reading, they experience greater memory for linguistic elements encountered during reading, such as orthographic forms and semantic aspects of new lexical items. The results support connectionist models of L2 reading and conclusions concerning efficiency in lower level text processing (e.g., see Koda, 2005 ; Nassaji, 2002 ). Reading is a complex cognitive activity, involving simultaneous linguistic processing such as pattern recognition, letter identification, lexical access, concept activation, syntactic analysis, propositional encoding, sentence comprehension, and intersentence integration, as well as the activation of prior knowledge, information storage, and comprehension monitoring. The prior knowledge that is acces…