We Acquire Vocabulary and Spelling by Reading: Additional Evidence for the Input Hypothesis
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Rich, contextualised and comprehensible input is far more effective in bringing about morpheme acquisition and vocabulary development in learners.
“the study findings support the argument that rich, contextualised and comprehensible input is far more effective in bringing about morpheme acquisition and vocabulary development in learners (Stephens, 1977;Krashen, 1989;Khan, 2022).”
From Transformative impacts of explicit morphological instruction on irregular inflectional acquisition in Saudi EFL learners (2024) · cites this paper as Krashen, 1989
Cites
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To read or not to read: a meta-analysis of print exposure from infancy to early adulthood
Mol, S. E., & Bus, A. G. (2011) · Psychological Bulletin · doi:10.1037/a0021890 · Cited by 1,299 · see citing works
The Effects of Repetition on Vocabulary Knowledge
Webb, S. (2007) · Applied Linguistics · doi:10.1093/applin/aml048 · Cited by 807 · see citing works
Writing to Read: A Meta-Analysis of the Impact of Writing and Writing Instruction on Reading
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Rott, S. (1999) · Studies in Second Language Acquisition · doi:10.1017/s0272263199004039 · Cited by 475 · see citing works
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Vocabulary: Questions from the classroom
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Lexical Input Processing and Vocabulary Learning
Barcroft, J. (2015) · Language Learning & Language Teaching · doi:10.1075/lllt.43 · Cited by 95 · see citing works
The effectiveness of ER on reading proficiency: A meta-analysis
Jeon, E.-Y., & Day, R. R. (2016) · Reading in a Foreign Language · doi:10.64152/10125/66901 · Cited by 73 · see citing works
The Effects of Extensive Reading on English Vocabulary Learning: A Meta-analysis
Liu, J., & Zhang, J. (2018) · English Language Teaching · doi:10.5539/elt.v11n6p1 · Cited by 67 · see citing works
“In particular, it is believed that learners may encounter more unknown words when reading independently, which brings opportunities to infer the unknown words in specific contexts and thus learn their meanings (Krashen, 1989).”
BackgroundChoo, L. B., Lin, D. T. A., & Pandian, A. (2012) · Procedia - Social and Behavioral Sciences · doi:10.1016/j.sbspro.2012.09.572 · Cited by 43 · see citing works
Investigating the effectiveness of a digital game-based task on the acquisition of word knowledge
Rasti-Behbahani, A., & Shahbazi, M. (2022) · Computer Assisted Language Learning · doi:10.1080/09588221.2020.1846567 · Cited by 37 · see citing works
The Effect of Instructional Conditions on Students’ Vocabulary Retention
Kitajima, R. (2001) · Foreign Language Annals · doi:10.1111/j.1944-9720.2001.tb02086.x · Cited by 31 · see citing works
An empirical study of the effects of incidental vocabulary learning through listening to songs
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“Second, it is assumed that language is acquired by understanding messages and, consequently, that language learners should be exposed to comprehensible input (Krashen, 1989), an assumption that is central to Krashen’s Input Hypothesis (IH; 1981, 1982, 1992).”
Khan, A. (2024) · Humanities and Social Sciences Communications · doi:10.1057/s41599-024-03610-4 · Cited by 3 · see citing works
“It states that L1 acquisition happens accidentally, but L2 acquisition requires explicit exposure to the target language (Wagner, 2017; Schuwerk, 2004; Krashen, 1989; Stephens, 1977).”
Influential
- Authors
- KRASHEN, S.
- Affiliations
- University of Southern California (US)
- Corresponding author
- KRASHEN, STEPHEN
- ORCID
- KRASHEN, STEPHEN
- Venue
- The Modern Language Journal
- Publisher
- Wiley
- Published
- 1989-12
- Volume
- 73
- Issue
- 4
- Pages
- 440-464
- ISSN
- 0026-7902 (ISSN-L)
- 1540-4781
- OpenAlex
- W1975589356
- Cited by
- 1,274
- References
- 4
- Citations by year
- 2026: 19 · 2025: 39 · 2024: 53 · 2023: 54 · 2022: 45 · 2021: 51 · 2020: 61 · 2019: 91 · 2018: 75 · 2017: 65 · 2016: 58 · 2015: 94 · 2014: 85 · 2013: 63 · 2012: 57
- FWCI
- 10.89
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Modern Language Journal (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
- vocabulary acquisition, spelling acquisition, reading, input hypothesis, second language acquisition, reading to learn
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