What Effects do Text-Based Tasks Promoting Generation Have on Incidental Vocabulary Acquisition?

Examined the effects of text-based tasks and background knowledge on incidental vocabulary acquisition among adult English-as-a-Second-Language-learners who received treatments involving reading and retelling text with or without generative training. Pretesting and posttesting indicated that reading...

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Bibliographic Details
Published inApplied linguistics Vol. 19; no. 3; p. 357
Main Author Joe, Angela
Format Journal Article
LanguageEnglish
Published 01.09.1998
Subjects
Adult Education
Adult Learning
English (Second Language)
Foreign Countries
New Zealand
Prior Learning
Second Language Instruction
Second Language Learning
Vocabulary Development
New Zealand
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Summary:Examined the effects of text-based tasks and background knowledge on incidental vocabulary acquisition among adult English-as-a-Second-Language-learners who received treatments involving reading and retelling text with or without generative training. Pretesting and posttesting indicated that reading and retelling promoted incidental vocabulary learning. Generative processing enhanced vocabulary learning and created greater vocabulary gains for unknown words. (SM)
ISSN:0142-6001
DOI:10.1093/applin/19.3.357