The DOI matches its Crossref record; 84 of the 85 references it cites were found in a registry or an index.
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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“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
Citations
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- Laufer B., 2001, Prospect, 16, 44
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Cited by
Sorted by citations
The ubiquity of frequency effects in first language acquisition
AMBRIDGE, B., KIDD, E., ROWLAND, C. F., & THEAKSTON, A. L. (2015) · Journal of Child Language · doi:10.1017/s030500091400049x · Cited by 589
The role of input flood and input enhancement in EFL learners' acquisition of collocations
Szudarski, P., & Carter, R. (2014) · International Journal of Applied Linguistics · doi:10.1111/ijal.12092 · Cited by 202
Peters, E. (2013) · Language Teaching Research · doi:10.1177/1362168813505384 · Cited by 167
Zou, D. (2016) · Language Teaching Research · doi:10.1177/1362168816652418 · Cited by 132
The Effect of Content Retelling on Vocabulary Uptake From a TED Talk
Nguyen, C., & Boers, F. (2018) · TESOL Quarterly · doi:10.1002/tesq.441 · Cited by 135
Metadata
- 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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