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L2 Vocabulary Learning From Reading:...

Kang, Hyeonah,

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L2 Vocabulary Learning From Reading: Effects From Word-Focused Activity Type, Learner Variables, Announcement, and Reading Behavior /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	L2 Vocabulary Learning From Reading: Effects From Word-Focused Activity Type, Learner Variables, Announcement, and Reading Behavior // Hyeonah Kang.
作者:	Kang, Hyeonah,
面頁冊數:	1 electronic resource (184 pages)
附註:	Source: Dissertations Abstracts International, Volume: 86-02, Section: A.
Contained By:	Dissertations Abstracts International86-02A.
標題:	Language. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31489652
ISBN:	9798383678602

L2 Vocabulary Learning From Reading: Effects From Word-Focused Activity Type, Learner Variables, Announcement, and Reading Behavior /
Kang, Hyeonah,

L2 Vocabulary Learning From Reading: Effects From Word-Focused Activity Type, Learner Variables, Announcement, and Reading Behavior /Hyeonah Kang. - 1 electronic resource (184 pages)

Source: Dissertations Abstracts International, Volume: 86-02, Section: A.

Research has shown that uptake of new vocabulary can be enhanced if a comprehension task, such as reading a text, is followed by a word-focused activity that directs learners' attention to new target vocabulary encountered during reading (e.g., a fill-in-the-blank task or text summary). Despite evidence supporting the effectiveness of post-reading word-focused activities on vocabulary learning, four key questions remain unanswered: (a) Does the word-focused activity following reading promote learning of new vocabulary beyond the classroom without instructor support? (b) Does learners' L2 proficiency moderate the effectiveness of a post-reading word-focused activity? (c) Does knowing about an upcoming post-reading word-focused activity influence learning gains? and (d) Does the post-reading word-focused activity affect learners' subsequent processing of target vocabulary, thereby aiding vocabulary development?These gaps are explored in a three-article dissertation. The first article addressed the first three questions, and the second and third article addressed the last question using different methodologies: self-paced reading and eye-tracking technology. Results from the first article showed that engaging in a post-reading word-focused activity facilitated the recall of novel word meanings without instructor support, particularly for L2 high-intermediate English learners but not for monolingual native English speakers. On the other hand, being informed about an upcoming post-reading word-focused activity did not impact vocabulary learning.Regarding the impact of post-reading word-focused activities on the reading behavior of target vocabulary, results differed between the second (self-paced reading) and third article eye-tracking). The self-paced reading study did not reveal the impact of post-reading activities on reading behavior. However, the eye-tracking study showed that post-reading activities influenced how learners processed target words during follow-up readings.The findings are expected to (1) help L2 teachers and learners make informed pedagogical choices regarding such activities and (2) provide useful insights about the cognitive processes involved in vocabulary learning through post-reading word-focused activities.

English

ISBN: 9798383678602Subjects--Topical Terms:

643551
Language.
Subjects--Index Terms:

Announcement

L2 Vocabulary Learning From Reading: Effects From Word-Focused Activity Type, Learner Variables, Announcement, and Reading Behavior /
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