The effects of word exposure frequency and elaboration of word processing on incidental L2 vocabulary acquisition through reading
Abstract
Research on incidental second language (L2) vocabulary acquisition through reading has claimed that repeated encounters with unfamiliar words and the relative elaboration of processing these words facilitate word learning. However, so far both variables have been investigated in isolation. To help close this research gap, the current study investigates the differential effects of the variables ‘word exposure frequency’ and ‘elaboration of word processing’ on the initial word learning and subsequent word retention of advanced learners of L2 English. Whereas results showed equal effects for both variables on initial word learning, subsequent word retention was more contingent on elaborate processing of form–meaning relationships than on word frequency. These results, together with those of the studies reviewed, suggest that processing words again after reading (input–output cycles) is superior to reading-only tasks. The findings have significant implications for adaptation and development of teaching materials that enhance L2 vocabulary learning.
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Exposure to linguistic input is a fundamental prerequisite for incidental vocabulary learning.
“previous studies have supported this finding, showing that exposure to linguistic input is a fundamental prerequisite for incidental vocabulary learning (Eckerth and Tavakoli, 2012; Rasti, 2020).”
From Incidental vocabulary learning from digital games: the predictive role of game playing time, foreign language motivation, and anxiety (2026) · cites this paper as Eckerth and Tavakoli, 2012
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Learning specialized vocabulary in the second language: Does transfer from the first language help?
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The Impact of Skill Integration on Task Involvement Load
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The Use of Repetition as Self-Repair of an Efl Learner
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- Authors
- Eckerth, J., & Tavakoli, P.
- Affiliations
- London Metropolitan University (GB)
- London Metropolitan University, UK
- Venue
- Language Teaching Research
- Publisher
- SAGE Publications
- Published
- 2012-04
- Volume
- 16
- Issue
- 2
- Pages
- 227-252
- ISSN
- 1362-1688 (ISSN-L)
- 1477-0954
- OpenAlex
- W2082324569
- Cited by
- 149
- References
- 85
- Citations by year
- 2026: 2 · 2025: 8 · 2024: 8 · 2023: 15 · 2022: 16 · 2021: 15 · 2020: 11 · 2019: 9 · 2018: 9 · 2017: 15 · 2016: 12 · 2015: 16 · 2014: 8 · 2013: 4 · 2012: 1
- FWCI
- 18.68
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Language Teaching Research (publishedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Second Language Acquisition and Learning
- Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Keywords
- incidental vocabulary learning, second language reading, elaborative processing, vocabulary retention, form-meaning relationship, advanced learners, L2 English
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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.
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