PERTANIKA JOURNAL OF TROPICAL AGRICULTURAL SCIENCE

 

e-ISSN 2231-8542
ISSN 1511-3701

Home / Regular Issue / JTAS Vol. 30 (3) Sep. 2022 / JSSH-8640-2022

 

The Effects of Input Enhancement on Incidental Academic Word Learning

Nur Ainil Sulaiman and Khazryati Salehuddin

Pertanika Journal of Tropical Agricultural Science, Volume 30, Issue 3, September 2022

DOI: https://doi.org/10.47836/pjssh.30.3.17

Keywords: Academic word, academic word learning, gloss, incidental vocabulary learning, input enhancement

Published on: 6 September 2022

Reading contributes to vocabulary development and is regarded as an efficient pedagogical approach to vocabulary learning. Through reading, learners are exposed to new words in their rightful context of use. This study investigates the effects of input enhancements on incidental academic word learning through reading English academic texts among English as a Second Language (ESL) undergraduates. The study compares different input conditions, gloss, contextual clue and no clue. Twelve academic words from Coxhead’s Academic Word List (AWL) were selected as the target words for this study. Three vocabulary tests were employed to assess academic words learnt incidentally from the texts in terms of their form, meaning recognition and ability to recall. Seventy-nine proficient and less proficient Malaysian ESL undergraduates participated in this study. Findings revealed that proficient participants recognised more target words compared to less proficient participants. In addition, gloss increases the noticeability of the target words, at least at the form recognition level. The study’s findings suggest that input enhancement would better impact vocabulary learning if integrated into a reading task or facilitated by vocabulary learning instruction.

  • Ahmad, J. (2012). Intentional vs. incidental vocabulary learning. ELT Research Journal, 1(1), 71-79.

  • Asgari, A., & Mustapha, G. (2012). Vocabulary learning strategies of Malaysian ESL students. Pertanika Journal of Social Sciences & Humanities, 20(3), 751-764.

  • Coxhead, A. (2000). A new academic word list. TESOL Quarterly, 34(2), 213-238. https://doi.org/10.2307/3587951

  • Coxhead, A., & Byrd, P. (2007). Preparing writing teachers to teach the vocabulary and grammar of academic prose. Journal of Second Language Writing, 16, 129-147. https://doi.org/10.1016/j.jslw.2007.07.002

  • Danesh, T., & Farvardin, M. T. (2016). A comparative study of the effects of different glossing conditions on EFL learners’ vocabulary recall. SAGE Open, 6(3). https://doi.org/10.1177/2158244016669548

  • Duan, S. (2018). Effects of enhancement techniques on L2 incidental vocabulary learning. English Language Teaching, 11(3), 88-101. https://doi.org/10.5539/elt.v11n3p88

  • Hernández, T. A. (2018). Input flooding. The TESOL Encyclopedia of English Language Teaching, 1-7.

  • Huang, L. L., & Lin, C. C. (2014). Three approaches to glossing and their effects on vocabulary learning. System, 44, 127-136. https://doi.org/10.1016/j.system.2014.03.006

  • Huckin, T., & Coady, J. (1999). Incidental vocabulary acquisition in a second language: A review. Studies in Second Language Acquisition, 21, 181-193. https://doi.org/10.1017/s0272263199002028

  • Hulstijn, J. H. (1992). Retention of inferred and given word meanings: Experiments in incidental vocabulary learning. In Vocabulary and applied linguistics (pp. 113-125). Palgrave Macmillan. https://doi.org/10.1007/978-1-349-12396-4_11

  • Hulstijn, J. H. (2001). Intentional and incidental second language vocabulary learning: A Reappraisal of elaboration, rehearsal, and automaticity. In P. Robinson (Ed.), Cognition and second language instruction (pp. 258-286). Cambridge University Press. https://doi.org/10.1017/cbo9781139524780.011

  • Hulstijn, J. H., Hollander, M., & Greidanus. (1996). Incidental vocabulary learning by advanced foreign language students: The influence of marginal glosses, dictionary use, and reoccurrence of unknown words. The Modern Language Journal, 80, 327-339. https://doi.org/10.1111/j.1540-4781.1996.tb01614.x

  • Jung, J. (2016). Effects of glosses on learning of L2 grammar and vocabulary. Language Teaching Research, 20(1), 92-112. https://doi.org/10.1177/1362168815571151

  • Kalajahi, S. A. R., & Pourshahian, B. (2012). Vocabulary learning strategies and vocabulary size of ELT students at Emu in Northern Cyprus. English Language Teaching, 5(4), 141-149. https://doi.org/10.5539/elt.v5n4p138

  • Ko, M. H. (2012). Glossing and second language vocabulary learning. TESOL Quarterly, 46(1), 56-79. https://doi.org/10.1002/tesq.3

  • Krashen, S. D. (1985). The input hypothesis: Issues and implications. Longman.

  • Kweon, S. O., & Kim, H. R. (2008). Beyond raw frequency: Incidental vocabulary acquisition in extensive reading. Reading in a Foreign Language, 20(2), 191-215.

  • Nagy, W. E., Herman, P. A., & Anderson, R. C. (1985). Learning words from context. Reading Research Quarterly, 20(2), 233-253. https://doi.org/10.2307/747758

  • Namaziandost, E., Rezvani, E., & Polemikou, A. (2020). The impacts of visual input enhancement, semantic enhancement, and input flooding on L2 vocabulary among Iranian intermediate EFL learners. Cogent Education, 7(1), 1-14. https://doi.org/10.1080/2331186x.2020.1726606

  • Nation, I. S. P. (2001). How many high frequency words are there in English. Language, Learning and Literature: Studies presented to Hakan Ringbom, 4, 167-181.

  • Nation, I. S. P., & Waring, R. (2013). Extensive reading and graded readers. Compass Publishing.

  • Nation, I. S. P., & Webb, S. A. (2011). Researching and analyzing vocabulary. Heinle, Cengage Learning.

  • Ponniah, R. J. (2011). Incidental acquisition of vocabulary by reading. The Reading Matrix, 11(2), 135-139.

  • Pulido, D. (2007). The relationship between text comprehension and second language incidental vocabulary acquisition: A matter of topic familiarity? Language Learning, 57, 155-199. https://doi.org/10.1111/j.1467-9922.2007.00415.x

  • Richards, J. C., & Schmidt, R. (2002). Longman dictionary of applied linguistics and language teaching. Longman. https://doi.org/10.4324/9781315833835

  • Schmidt, R. W. (1990). The role of consciousness in second language learning. Applied Linguistics, 11(2), 129-158.

  • Schmitt, N. (2000). Vocabulary in language teaching. Cambridge University Press.

  • Schmitt, N. (2010). Researching vocabulary: A vocabulary research manual. Palgrave Macmillan. https://doi.org/10.1057/9780230293977

  • Smith, M. S. (1993). Input enhancement in instructed SLA. Studies in Second Language Acquisition, 15(2), 165-179. https://doi.org/10.1017/s0272263100011943

  • Sulaiman, N. A., Salehuddin, K., & Khairuddin, R. (2018). Academic word list knowledge of Malaysian ESL undergraduates. GEMA Online® Journal of Language Studies, 18(4),1-14. https://doi.org/10.17576/gema-2018-1804-01

  • Warren, P, Boers, F., Grimshaw, G., & Siyanova-Chanturia, A. (2018). The effect of gloss type on learners’ intake of new words during reading. Evidence from eye tracking. Studies in Second Language Acquisition, 40(4), 883-906. https://doi.org/10.1017/s0272263118000177

  • Watanabe, Y. (1997). Input, intake, and retention: Effects of increased processing on incidental learning of foreign language vocabulary. Studies in Second Language Acquisition, 19, 287-307. https://doi.org/10.1017/s027226319700301x

  • Webb, S. (2008). The effects of context on incidental vocabulary learning. Reading in a Foreign Language, 20(2), 232.

  • Webb, S., & Nation, P. (2017). How vocabulary is learned. Oxford University Press.

  • Yunus, K., Mohamad, M., & Waelateh, B. (2016). The breadth of receptive vocabulary knowledge among English major university students. Journal of Nusantara Studies, 1(1), 7-17.https://doi.org/10.24200/jonus.vol1iss1pp7-17

  • Zahar, R., Cobb, T., & Spada, N. (2001). Acquiring vocabulary through reading: Effects of frequency and contextual richness. Canadian Modern Language Review, 57(4), 541-572. https://doi.org/10.3138/cmlr.57.4.541

  • Zarei, A. A., Esfandiari, R., & Ne’man, K. (2016). The effects of input enhancement techniques on the comprehension and production of English lexical collocations. Iranian Journal of Language Issues, 2(1), 1-21.

  • Zulu, C. (2005). Academic Reading ability of first-year students: What’s high school performance or prior exposure to academic reading got to do with it? Southern African linguistics and Applied Language Studies, 23(1), 111-123. https://doi.org/10.2989/16073610509486377

ISSN 1511-3701

e-ISSN 2231-8542

Article ID

JSSH-8640-2022

Download Full Article PDF

Share this article

Recent Articles