This study investigated the effects of repetition on learning collocation. Taiwanese university students English as a foreign language simultaneously read and listened to one four versions modified graded reader that included different numbers encounters (1, 5, 10, 15 encounters) with set 18 target collocations. A surprise vocabulary test was made up tests measuring receptive productive knowledge form collocations meaning these administered after treatments. The results showed (a) can be...

This study investigated (1) the extent of vocabulary learning through reading and listening to 10 graded readers, (2) relationship between gain frequency distribution occurrence 100 target words in readers. The experimental design expanded on earlier studies that have typically examined incidental from individual texts. Sixty-one Taiwanese participants studied English as a foreign language (EFL) an extensive program or more traditional approach structured around global course book. A...

Sixty English as a foreign language learners were divided into high-, intermediate-, and low-level groups based on their scores pretests of target vocabulary Vocabulary Levels Test scores. The participants read 10 Level 1 2 graded readers over 37 weeks during two terms. Two sets 100 words chosen from each set tested three occasions. results showed that the relative gains pretest to immediate posttest 63.18%, 44.64%, 28.12% for groups, respectively. There was little decay in knowledge Term...

Journal Article The effect of extensive listening on developing L2 fluency: some hard evidence Get access Anna C-S. Chang, Chang Search for other works by this author on: Oxford Academic Google Scholar Sonia Millett ELT Journal, Volume 68, Issue 1, January 2014, Pages 31–40, https://doi.org/10.1093/elt/cct052 Published: 24 September 2013 history Revision received: June

Abstract There has been little research investigating how mode of input affects incidental vocabulary learning, and no study examining it the learning multiword items. The aim this was to investigate L2 collocations in three different modes: reading, listening, reading while listening. One hundred thirty-eight second-year college students EFL Taiwan were randomly assigned experimental groups (reading, listening) a treatment control group. encountered 17 target same graded reader. Learning...

Abstract: Previous research investigating the effects of unassisted and assisted repeated reading has primarily focused on how each approach may contribute to improvement in comprehension fluency. Incidental learning form meaning unknown or partially known words encountered through yet be examined an ecologically valid context. This study investigated incidental vocabulary with beginner readers over two seven-week periods. A total 82 students who were 15–16 years old studying English as a...

Although second language listening has become a rather active area of research in the past ten years, some topics such as fluency development and extensive (EL) have not received much attention. The purpose present study is to examine levels support that might be needed facilitate L2 learners’ development. Sixty-nine EFL college students completed full intervention through one three modes: (1) only (LO), (2) reading (RO), (3) while plus (RLL). Ten level-1, 10 level-2 8 level-3 (audio) graded...

Abstract Sixty target words were selected from two sets of graded readers. One set contained three readers with the same title, The Railway Children , and other set, books about Sherlock Holmes. Students chose one to read given a pretest, an immediate posttest, five-week delayed posttest on their acquisition spelling, aural meaning, written use. Five fixed factors (time, frequency word occurrence, glossing, levels, four dimensions vocabulary knowledge) in learning random variable (the...

This study investigates the effects on developing L2 listening fluency through doing extended listening-focused activities after reading and to audio graded readers. Seventy-six EFL university students read listened a total of 15 readers in 15-week extensive programme. They were divided into three groups (Group 5, n = 30; Group 10, 20; 15, =26) according number post-listening-focused they completed. Another group who did not receive served as control 0, =39). All participants given pre-test...

Research has shown that second language (L2) learners generally lack multiword expression knowledge, and L2 researchers practitioners have tried various techniques to assist acquire it more efficiently. This study adopted an under-researched technique—repeated oral reading—to enhance the retention of high-frequency items by 62 EFL college students divided into experimental (n =38) control =24) groups. Fifteen unfamiliar comprising only known individual words were selected through a pre-test...

The purpose was the develop a questionnaire to identify specific listening difficulties of second language (L2) learners. Based on previous research, containing 31 items developed and administered 1,056 college freshmen. whole sample split randomly into two subsamples, each 528 cases. Exploratory factor analysis performed analyse first subsample, six factors were extracted, explaining total 57.1% variance. To test model, confirmatory conducted with subsample. Various fit indices examined....

Narrow reading has not received much attention from researchers regarding its contributions on L2 learners’ background knowledge, vocabulary and writing styles. This study therefore investigated the effect of narrow English as a foreign language (EFL) learning. Twelve graded readers were selected categorized into four sets: same author (Tim Vicary), genre (crime mystery), title ( The Railway Children) random readers. Each set contains three readers: one Level 1, 2, 3. Fifty-six students...

This study synthesized the research on listening instruction (LI) and its effectiveness L2 learners' competence development based studies published from 1980 to 2019. After a literature search, well-designed that involved not only experimental or quasi-experimental control groups but also pretests posttests were selected for analysis. A total of 39 samples 32 primary with 2,797 participants included. random-effect model was employed assess differences in treatment effect, which might be...

Translanguaging is an idea that often contrasted with previously dominant concepts in language education, e.g., monolingualism, interlanguage, native-speakerism. These are now considered dated and when applied according to proponents of translanguaging, may harm rather than facilitate learning. The newer more progressive terms today include bilingualism, multilingualism plurilingualism (just name a few) which increasingly seen as major improvements over the linguistic imperialism past....