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Sentence Reading and Writing for Second Language Vocabulary Acquisition
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Abstract:
This study compares the relative effectiveness of reading and writing sentences for the incidental acquisition of new vocabulary in a second language. It also examines if recall varies according to the concreteness of target words. Participants were 203 French-speaking intermediate and advanced English as second language (ESL) learners, tested for incidental acquisition of 16 rare concrete, or abstract L2 words. Immediate and delayed cued recall was used to assess acquisition. Results from immediate recall show superior recall for writing tasks over reading tasks, and for concrete words over abstract words. However, delayed recall scores suggest that this superiority disappears over time.
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Keyword:
Articles
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URL: http://applij.oxfordjournals.org/cgi/content/short/33/1/66 https://doi.org/10.1093/applin/amr037
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Tendances en enseignement des expressions idiomatiques en langue seconde : de la théorie à la pédagogie
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In: Canadian Journal of Applied Linguistics; Vol. 14 No. 2 (2011): Special Issue: Trends in Second Language Teaching and Education; 129-155 ; Revue canadienne de linguistique appliquée; Vol. 14 No. 2 (2011): Numéro spécial : Tendances en didactique des langues secondes et en formation des enseignant(e)s; 129-155 ; 1920-1818 ; 1481-868X (2012)
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Sentence Reading and Writing for Second Language Vocabulary Acquisition
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Paramètres pour une efficacité accrue de la lecture hypertextuelle en langue seconde ; : Paths Towards Efficient Hypertext Reading in a Second Language
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In: Apprentissage des Langues et Systèmes d'Information et de Communication ; https://edutice.archives-ouvertes.fr/edutice-00001466 ; Apprentissage des Langues et Systèmes d'Information et de Communication, 2004, 07 (1), pp.131-152 ; http://alsic.org (2004)
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Stratégies de lecture en français L1 et en anglais L2 chez des universitaires diplômés : aspects quantitatifs
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In: Canadian Journal of Applied Linguistics; Vol. 6 No. 1 (2003); 31-52 ; Revue canadienne de linguistique appliquée; Vol. 6 No. 1 (2003); 31-52 ; 1920-1818 ; 1481-868X (2003)
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