Reading, Word-Focused Activities and Incidental Vocabulary Acquisition in a Second Language

Batia Laufer

Reading, Word-Focused Activities and Incidental Vocabulary Acquisition in a Second Language

Department of English Language & Literature

Research output: Contribution to journal › Article › peer-review

Abstract

Surveys research on acquiring second language vocabulary from reading that reports very small vocabulary gains from short and long texts. By comparison, reading supplemented with word-focused tasks yields better results. The hypothesis of task-induced involvement load is suggested as an explanation and prediction of task efficacy. (Adjunct ERIC for ESL Literacy Education) (Author/VWL)

Original language	English
Pages (from-to)	44-54
Number of pages	11
Journal	Prospect
Volume	16
Issue number	3
State	Published - 1 Jan 2001

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

Cite this

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title = "Reading, Word-Focused Activities and Incidental Vocabulary Acquisition in a Second Language",

abstract = "Surveys research on acquiring second language vocabulary from reading that reports very small vocabulary gains from short and long texts. By comparison, reading supplemented with word-focused tasks yields better results. The hypothesis of task-induced involvement load is suggested as an explanation and prediction of task efficacy. (Adjunct ERIC for ESL Literacy Education) (Author/VWL)",

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AB - Surveys research on acquiring second language vocabulary from reading that reports very small vocabulary gains from short and long texts. By comparison, reading supplemented with word-focused tasks yields better results. The hypothesis of task-induced involvement load is suggested as an explanation and prediction of task efficacy. (Adjunct ERIC for ESL Literacy Education) (Author/VWL)

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Reading, Word-Focused Activities and Incidental Vocabulary Acquisition in a Second Language

Abstract

UN SDGs

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