Publishing Partner: Cambridge University Press CUP Extra Publisher Login
amazon logo
More Info


New from Oxford University Press!

ad

How Traditions Live and Die

By Olivier Morin

This book brings together cognitive science and quantitative cultural history to look into the causes of cultural survival.


New from Cambridge University Press!

ad

The Acquisition of Heritage Languages

By Silvina Montrul

"This work centres on the grammatical development of the heritage language and the language learning trajectory of heritage speakers, synthesizing recent experimental research."


Academic Paper


Title: The Effects of Repetition and L1 Lexicalization on Incidental Vocabulary Acquisition by Iranian EFL Learners
Paper URL: http://www.tandfonline.com/doi/abs/10.1080/09571736.2012.708051#preview
Author: Mohammad Ali Heidari-Shahreza
Email: click here TO access email
Homepage: https://www.linkedin.com/pub/mohammad-ali-heidari-shahreza/6a/228/265
Institution: Islamic Azad University, Shahreza
Author: Mansoor Tavakoli
Email: click here TO access email
Homepage: http://fgn.ui.ac.ir/_EnglishPage/Deps/_Engl_Dep/_MembersHP/Htmls/e_tavakoli.htm
Institution: University of Isfahan
Linguistic Field: Applied Linguistics; Language Acquisition; Semantics
Abstract: Based on a prior study by Chen and Truscott, the present study investigated the possible effects of repetition (repeated exposure) and L1 lexicalization on the incidental acquisition and retention of 10 English target words by 90 Persian speaking EFL learners at an Iranian university. Seven aspects of vocabulary knowledge were measured, including receptive and productive knowledge of orthography, parts of speech, association and meaning. Results showed that, in general, increasing the number of exposures to target words (from one to three or seven) had a positive effect on incidental acquisition. However, there were significant differences in the gains observed for different aspects of vocabulary knowledge both immediately and after two weeks. Non-lexicalized words also appeared to cause learning difficulty mainly in semantic aspects of vocabulary knowledge. The findings of this study are discussed and pedagogical implications are highlighted for language teachers and learners.
Type: Individual Paper
Status: Completed
Publication Info: The Language Learning Journal 2012, 1(16); DOI:10.1080/09571736.2012.708051.
URL: http://www.tandfonline.com/doi/abs/10.1080/09571736.2012.708051#preview


Add a new paper
Return to Academic Papers main page
Return to Directory of Linguists main page