This study is an attempt to investigate the role of incidental and intentional vocabulary acquisition in addition to the influence of language learning strategy: namely, the use of vocabulary strategy by Iranian EFL learners in learning new vocabularies. Accordingly, this study is two-faceted. First, Part A examines the difference between different modes of presentation, incidental and intentio...

We examine how a person " s existing Web browsing experience on first language Web pages can be augmented to teach second language vocabulary. We present a prototype, ALOE, which runs inside the Firefox web browser and dynamically augments Web pages by replacing a select set of English words with their French translations. The French translations are embedded in the rich context of a Web pages ...

L2 lexical knowledge has been an issue that attracted much attention among SLA scholars, with studies examining the impact of different language teaching approaches on vocabulary knowledge. However, little research conducted to determine amount exposure needed for significant improvement. This paper explores varying instructed 112 CLIL primary-school learners’ receptive high-frequency vocabular...

Abstract In recent years, the number of studies investigating effectiveness using digital games for incidental second language (L2) vocabulary learning has been rapidly increasing; however, there is still a lack research identifying factors that affect L2 learning. Hence, current study examined vocabulary-related (word level, exposure frequency, salience) and learner-related (language proficien...

This paper reports on a study investigating the relationship between metacognitive strategy awareness in reading and reading ability in L1 and L2. Forty Malaysian secondary school students responded to a reading metacognitive awareness questionnaire. They also completed four sets of reading comprehension tests to determine their reading competence in L1 and L2. Results indicate that reading met...

the present study investigated the effect of marginal glosses (both l1 and l2) on incidental vocabulary learning of efl learners. the subject pool consisted of 154 third-semester iranian students enrolled at azad university, central branch. after administering a proficiency test, 90 homogeneous students were assigned to two experimental groups (x1 & x2) and one control group. afterwards, a 50 -...

Vocabulary learning has been traditionally considered central to second language learning. It may take place either intentionally, by means of deliberate attempts commit factual information memory, or incidentally, as a consequence other cognitive processes involving comprehension. Video games, which have extensively employed in educational contexts understand lexical development foreign langua...

Recent studies have shown that concurrent physical activity enhances learning a completely unfamiliar L2 vocabulary as compared to learning it in a static condition. In this paper we report a study whose aim is twofold: to test for possible positive effects of physical activity when L2 learning has already reached some level of proficiency, and to test whether the assumed better performance whe...

This paper reports a latent variable study exploring the specific links between executive processes of working memory, phonological short-term memory, phonological awareness, and proficiency in first (L1), second (L2), and third (L3) languages in 8to 9-year-olds experiencing multilingual education. Children completed multiple L1-measures of complex span, verbal short-term storage, and phonologi...