The role of spoken vocabulary knowledge in language minority students’ incidental vocabulary learning from captioned television

Abstract This study was to assess the spoken vocabulary knowledge and its role in incidental learning from captioned television. The participants were a total of 87 minority students English as foreign language Australia. breadth their measured with size test, while depth through an assessment collocational semantic relationships. results indicated that (1) videos are helpful for learning; (2) scores on viewing television highly positively correlated; (3) can make unique contribution prediction at form meaning recognition level, addition afforded by knowledge. findings highlight need improve viewing.