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THE EFFECT OF EXPOSURE FREQUENCY ON INTERMEDIATE LANGUAGELEARNERS' INCIDENTAL VOCABULARY ACQUISITION AND RETENTIONTHROUGH READING

Published online by Cambridge University Press:  01 December 1999

Susanne Rott
Affiliation:
University of Illinois at Chicago

Abstract

Research has been investigating the role of reading, as one source of input, in language learners' vocabulary development. The present study was designed to examine whether intermediate learners incidentally (a) acquire and (b) retain unknown vocabulary as a result of reading. The study further assessed (c) the effect of the text variable of exposure frequency. Learners were exposed to unfamiliar words either two, four, or six times during reading. Vocabulary acquisition and retention measured productive and receptive knowledge gain. Results indicated that only two encounters with unfamiliar words during reading significantly affected learners' vocabulary growth. Moreover, two or four exposure frequencies resulted in fairly similar word gain, but six exposures produced significantly more vocabulary knowledge. Retention measures showed mixed results: On productive vocabulary knowledge only half of the subjects displayed a significant rate of retention. On receptive knowledge all but one experimental group retained vocabulary over 4 weeks.

Type
Research Article
Copyright
1999 Cambridge University Press

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THE EFFECT OF EXPOSURE FREQUENCY ON INTERMEDIATE LANGUAGE LEARNERS' INCIDENTAL VOCABULARY ACQUISITION AND RETENTION THROUGH READING
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THE EFFECT OF EXPOSURE FREQUENCY ON INTERMEDIATE LANGUAGE LEARNERS' INCIDENTAL VOCABULARY ACQUISITION AND RETENTION THROUGH READING
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THE EFFECT OF EXPOSURE FREQUENCY ON INTERMEDIATE LANGUAGE LEARNERS' INCIDENTAL VOCABULARY ACQUISITION AND RETENTION THROUGH READING
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