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Deconstructing the Concept of ‘Incidental’ L2 Vocabulary Learning
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Abstract:
The present review explores the meaning of the term ‘incidental’ in light of how incidental learning is framed, conceptualized, and operationalized in second language (L2) vocabulary research. Three interpretations of incidental vocabulary learning that seem to appear recurrently in the literature are presented and discussed along with examples of empirical studies. These interpretations are labeled as: (1) learner-oriented, (2) method-oriented, and (3) pedagogy-oriented definitions. Significant constructs and theories in the field of second language acquisition (SLA) that motivate these interpretations are also considered. The paper concludes with a brief summary of current views on incidental learning and suggestions for future research.
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Keyword:
Education; English language--Study and teaching--Foreign speakers; Learning--Methodology; Second language acquisition--Methodology; Vocabulary
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URL: https://doi.org/10.7916/D8J67GJP
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3 |
The Interactional Dimension of LOA: Within and Beyond the Classroom
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7 |
An Interview with APPLE Lecture Speaker Professor Alister Cumming
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8 |
Prosody in the Production and Processing of L2 Spoken Language and Implications for Assessment
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11 |
Exploring Language Assessment and Testing: Language in Action
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12 |
The Conceptualization and Operationalization of Diagnostic Testing in Second and Foreign Language Assessment
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14 |
Supporting Language Access: Teaching Talk Without Words
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In: Adams, Gail Fox. (2014). Supporting Language Access: Teaching Talk Without Words. UCLA: Applied Linguistics 0074. Retrieved from: http://www.escholarship.org/uc/item/85w094c6 (2014)
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15 |
Learning English as an L2 in PreK: A Practice Perspective on Identity and Acquisition
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In: Bernstein, Katherine. (2014). Learning English as an L2 in PreK: A Practice Perspective on Identity and Acquisition. UC Berkeley: Education. Retrieved from: http://www.escholarship.org/uc/item/4245n62j (2014)
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16 |
Affordances for Language Awareness in a Middle School Transitional Classroom: Multi-Competent L1/L2 Users Under No Child Left Behind
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In: Gage-Serio, Ondine Angelique. (2014). Affordances for Language Awareness in a Middle School Transitional Classroom: Multi-Competent L1/L2 Users Under No Child Left Behind. UC Santa Cruz: Education. Retrieved from: http://www.escholarship.org/uc/item/5mz970cg (2014)
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Affordances for Language Awareness in a Middle School Transitional Classroom: Multi-Competent L1/L2 Users Under No Child Left Behind
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18 |
Affordances for Language Awareness in a Middle School Transitional Classroom: Multi-Competent L1/L2 Users Under No Child Left Behind
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20 |
Multimodal Expressions of Young Arab Muslim American Women
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In: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1404692026 (2014)
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