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Cited by 22Second Language Acquisition and LearningReading and Literacy DevelopmentEFL/ESL Teaching and Learning

The effects of word exposure frequency on incidental learning of the depth of vocabulary knowledge

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Teng, Feng·2016·GEMA Online Journal of Language Studies
DOI 10.17576/gema-2016-1603-04
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Abstract

This study examined the rate at which depth of vocabulary knowledge was learned and retained from reading a 300-headword graded reader, The Star Zoo. A total of 30 tertiary-level students who learn English as a foreign language (EFL) in China volunteered to take part in a reading program. Incidental learning and retention of the depth of vocabulary knowledge was measured, complementing previous research along this line. The depth of vocabulary knowledge was examined by using 36 test items within six bands of frequency (more than 20 times to only once). The target words were substituted with pseudo-words. Two tests were employed to measure receptive and productive vocabulary knowledge. This study was completed in three sessions: Students read the book for the first time and finished tests; students read the book for the second time seven days later, and finished tests; finally, retention tests were completed three months later. The findings showed that incidental vocabulary learning through reading was very limited, and this learning was largely based on a high frequency of word occurrence, that is, the higher the frequency level was, the better the learners’ word-learning was. The number of times that Chinese EFL learners needed to encounter a word to recognize vocabulary knowledge was 14 times, and at least 18 times were needed for productive vocabulary knowledge. This study shows that attention to building knowledge of known words instead of solely introducing new words should be paid, and that both word exposure frequency and elaborate word processing are important as part of successful vocabulary development. DOI: http://doi.org/10.17576/gema-2016-1603-04

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Research works printed but not linked: 6

  1. Hill, D. R. (2013). Graded Readers. ELT Journal. 67, 85-125.
  2. Laufer, B. (1989). What percentage of lexis is essential for comprehension? In C. Lauren & M. Nordman (Eds.). Special Language: From Human Thinking to Thinking Machines (pp. 316-23). Clevedon, England: Multilingual Matters.
  3. Mirzaii, M. (2012). Implicit vs. Explicit Vocabulary Learning: Which Approach Serves Long-term Recall Better? 3L: Language Linguistics Literature ® , Southeast Asian Journal of English Language Studies. 18(2), 1-12.
  4. Teng, F. (2014). Incidental Vocabulary Learning by Assessing Frequency of Word Occurrence in a Graded Reader: Love or Money. Language Education and Acquisition Research Network (LEARN) Journal. 7(2), 36-50.
  5. Teng, F., & He, F. (2015). Towards Effective Reading Instruction for Chinese EFL Students: Perceptions and Practices of Lexical Inferencing. The English Teacher. 44(2), 56-73.
  6. Waring, R., & Takaki, M. (2003). At What Rate do Learners Learn and Retain New Vocabulary from Reading a Graded Reader? Reading in a Foreign Language. 15(2), 1-27.

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Authors
Teng, F.
Venue
GEMA Online Journal of Language Studies
Publisher
Penerbit Universiti Kebangsaan Malaysia (UKM Press)
Published
2016-10-26
Volume
16
Issue
3
Pages
53-70
ISSN
1675-8021 (ISSN-L)
DOI
10.17576/gema-2016-1603-04
OpenAlex
W2591675965
Cited by
21
References
47
Citations by year
2026: 3 · 2025: 3 · 2024: 1 · 2023: 3 · 2021: 1 · 2020: 4 · 2019: 1 · 2018: 2 · 2017: 3
FWCI
4.68
Type
journal article
Language
en
Open access
Licence
cc-by
Locations
GEMA Online Journal of Language Studies (publishedVersion, cc-by)
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, depth of vocabulary knowledge, vocabulary retention, graded readers, English as a foreign language, Chinese learners of English, receptive vocabulary, expressive vocabulary, pseudowords, vocabulary development

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