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)
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SDG 4 Quality Education
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