LEARNING VOCABULARY THROUGH READING, LISTENING, AND VIEWING WHICH MODE OF INPUT IS MOST EFFECTIVE?

• Published in: Studies in second language acquisition Vol. 42; no. 3; pp. 499 - 523
• Main Authors: Feng, Yanxue, Webb, Stuart
• Format: Journal Article
• Language: English
• Published: New York Cambridge University Press 01.07.2020
• Subjects: Audiovisual Instruction; Check Lists; Classrooms; Coding theory; College Students; Comparative Analysis; Correlation; English (Second Language); English as a second language; English as a second language learning; Foreign Countries; Frequency of occurrence; Incidental Learning; Knowledge; Language Tests; Learning Theories; Linguistic Input; Listening; Listening Comprehension; Multiple choice; Multiple Choice Tests; Pretests Posttests; Prior Learning; Programming (Broadcast); Reading; Reading Materials; Reading Processes; Retention (Psychology); Second Language Instruction; Second Language Learning; Second language vocabulary learning; Teaching Methods; Television; Television Viewing; Vocabulary Development; China

This study used a pretest-posttest-delayed posttest design at one-week intervals to determine the extent to which written, audio, and audiovisual L2 input contributed to incidental vocabulary learning. Seventy-six university students learning EFL in China were randomly assigned to four groups. Each...