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Incidental and Intentional L2 Vocabu...

Sok, Sarah.

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Incidental and Intentional L2 Vocabulary Acquisition.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Incidental and Intentional L2 Vocabulary Acquisition./
Author:	Sok, Sarah.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
Description:	245 p.
Notes:	Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.
Contained By:	Dissertation Abstracts International78-10A(E).
Subject:	English as a second language. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10286504
ISBN:	9781369840803

Incidental and Intentional L2 Vocabulary Acquisition.
Sok, Sarah.

Incidental and Intentional L2 Vocabulary Acquisition. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 245 p.

Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.

Thesis (Ed.D.)--Teachers College, Columbia University, 2017.

Second language acquisition is a widespread social phenomenon in today's increasingly multilingual, globalized world. However, the sobering reality with respect to second language (L2) learning is that "there are many more beginners than finishers" (Long, 2015, p. 5). Especially with respect to adult learners, there is widespread failure, variation in ultimate attainment, incomplete acquisition, learning plateaus, and fossilization. A particularly difficult challenge in the process of learning a L2, one that poses the greatest source of frustration and difficulty for many learners, is the task of learning thousands of new vocabulary words. Given that L2 learners almost never achieve the same breadth and depth of vocabulary knowledge characteristic of native speakers, there is a need for SLA research to unveil which instructional approaches will best aid L2 learners in expanding their lexical knowledge and competence in an effective and efficient manner.

ISBN: 9781369840803Subjects--Topical Terms:

516208
English as a second language.

Incidental and Intentional L2 Vocabulary Acquisition.
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245 1 0 $a Incidental and Intentional L2 Vocabulary Acquisition.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2017
300 $a 245 p.
500 $a Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.
500 $a Adviser: ZhaoHong Han.
502 $a Thesis (Ed.D.)--Teachers College, Columbia University, 2017.
520 $a Second language acquisition is a widespread social phenomenon in today's increasingly multilingual, globalized world. However, the sobering reality with respect to second language (L2) learning is that "there are many more beginners than finishers" (Long, 2015, p. 5). Especially with respect to adult learners, there is widespread failure, variation in ultimate attainment, incomplete acquisition, learning plateaus, and fossilization. A particularly difficult challenge in the process of learning a L2, one that poses the greatest source of frustration and difficulty for many learners, is the task of learning thousands of new vocabulary words. Given that L2 learners almost never achieve the same breadth and depth of vocabulary knowledge characteristic of native speakers, there is a need for SLA research to unveil which instructional approaches will best aid L2 learners in expanding their lexical knowledge and competence in an effective and efficient manner.
520 $a The current study addressed this need through an investigation of incidental and intentional L2 vocabulary acquisition. The effects of five learning conditions (incidental learning, intentional learning, distributed incidental learning, combined intentional and distributed incidental learning, and control) on 30 adult ESL learners' vocabulary acquisition were investigated through a within-subjects pretest-posttest design. The results showed learning was generally low for all conditions. Moreover, statistical analyses revealed that neither the incidental-only conditions, nor the intentional-only condition had a marked advantage over the other, while the combined condition led to the most substantial L2 vocabulary gains. However, supplemental descriptive analyses at the individual level revealed that learners' developmental trajectories were unique and variable, often not conforming to the results of the group-level analyses.
590 $a School code: 0055.
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650 4 $a Linguistics. $3 524476
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