A Comparison Of The Impact Of Intentional And Incidental Learning On Vocabulary And Understanding Comprehension Text
Abstract views: 23 / PDF downloads: 30
Keywords:Language Learners, Incidental Learning, Intentional Learning
Nowadays, with the dominance of communicative language teaching, the position of vocabulary and lexis in the field of language became significantly crucial in order to help learners develop communicative competence. To be able to negotiate with the target group of people, it is essential that the pool of vocabulary should be large enough to convey the meaning. In that case, the way how vocabulary is learned is brought into the debate. This study is intended to examine the impact of incidental and intentional vocabulary learning of Turkish learners of English on the vocabulary and comprehension tests. So as to carry out the objective of the comparison of intentional and incidental vocabulary learning, 40 freshmen studying at the Department of English Language Teaching participated in the study. Freshmen were divided into two groups as the intentional learning group and incidental learning group. The participants were presented with a reading text in which they were exposed to some specific words. The intentional learning group was notified earlier that they would be given a vocabulary test about targeted words and a reading comprehension test. However, the incidental learning group had no idea about the vocabulary test and comprehension check, the results indicate that there is no significant difference between intentional group and incidental group in terms of vocabulary learning.
Brown, R. (2001). Extensive reading in action. Studies in English Language and Literature, 41, 79-123.
Campbell, D. T., & Stanley, J. C. (2015). Experimental and quasi-experimental designs for research. Cambridge: Ravenio Books
Carter, R. & McCarthy, M. (1989). Vocabulary and Language Teaching. London: Longman.
Carlo, M. S., August, D., Mclaughlin, B., Snow, C. E., Dressler, C., Lippman, D. N., & White, C. E. (2004). Closing the gap: Addressing the vocabulary needs of English-language learners in bilingual and mainstream classrooms. Reading Research Quarterly, 39(2), 188–215.
Celce, M. Mu. 2001. Teaching English as a Second or Foreign language. London: Heinle.
Chomsky, N. (1957). Syntactic structures. The Hague: Mouton.
Coady, J. (1993). Research on ESL/EFL vocabulary acquisition: Putting it in context. Second language reading and vocabulary learning, 3, 23.
Creswell, J. W. (2002). Educational research: Planning, conducting, and evaluating quantitative (pp. 146-166). Upper Saddle River, NJ: Prentice Hall.
Doughty, C. (1991). Second language instruction does make a difference: Evidence from an empirical study of SL relativization. Studies in second language acquisition, 13(4), 431-469.
Gass, S. (1999). Discussion: Incidental vocabulary learning. Studies in second language acquisition, 21(2), 319-333.
Harmer, J. (2003). The practice of English language teaching. Essex: Longman.
Huckin, T. & Coady, J. (1999). Incidental Vocabulary Acquisition in a Second Language. Studies in Second Language Acquisition, 21(5) 181-193.
Hulstijn, J.H., & Laufer, B. (2001). Some empirical evidence for the involvement load hypothesis in vocabulary acquisition. Language Learning, 51, 539-558.
Hymes, D. (1976). On communicative competence. Sociolinguistics. Aylesbury: Penguin.
Krashen, S. (1989). We acquire vocabulary and spelling by reading: Additional evidence for the input hypothesis. The Modern Language Journal, 73, 440-464.
Laufer, B. (1989). What percentage of text-lexis is essential for comprehension. In Lauren, C. and Nordman, M. (eds). From humans thinking to thinking machines. Clevedon: Multilingual matters
Nation, P. (2001). Learning vocabulary in another language. Cambridge: CUP.
Nation, P. (2006). Teaching Vocabulary: Strategies and Techniques. Boston: Heinle.
Paradis, M. (1994). Neurolinguistic aspects of implicit and explicit memory: implication for bilingualism and second language acquisition. In Nick C. Ellis (ed.) Implicit and Explicit Learning of Languages (pp. 393–4219). Cambridge: Academic Press,
Rott, S. (1999). The effect of exposure frequency on intermediate language learners’ incidental vocabulary acquisition and retention through reading. Studies in Second Language Acquisition, 21, 589-619.
Schmidt, R. (1994). Deconstructing consciousness in search of useful definitions for applied linguistics. AILA Review, 11, 11-26.
Schmitt, N. (1997). Vocabulary learning strategies. In N. Schmitt & M. McCarthy (eds.), Vocabulary: Description, acquisition and pedagogy (pp. 199-227). Cambridge: CUP.
Schmitt, N. (2000). Vocabulary in language teaching. Cambridge: CUP.
Schmitt N (2008) Instructed second language vocabulary learning. Language Teaching Research, 12(3) 329–363
Sokmen, A. (1997). Current Trends in Teaching Second Language Vocabulary. In N. Schmitt, & M. McCarthy (Eds.), Vocabulary: Description, Acquisition and Pedagogy (pp. 237-257). Cambridge: Cambridge University Press.
Schmitt, N. & McCarthy,M. (eds.), Vocabulary: Description, acquisition and pedagogy. Cambridge: Cambridge University Press.
Tian, L., & Macaro, E. (2012). Comparing the effect of teacher codeswitching with English-only explanations on the vocabulary acquisition of Chinese university students: A lexical focus on-form study. Language Teaching Research, 16, 367–391.
Webb, S. (2007). The effects of repetition on vocabulary knowledge. Applied Linguistics, 28, 26–65.
Zahar, R., Cobb, T., & Spada, N. (2001). Acquiring vocabulary through reading: Effects of frequency and contextual richness. Canadian Modern Language Review, 57(4), 541-572.
How to Cite
Copyright (c) 2023 ISPEC International Journal of Social Sciences & Humanities
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.