Learning L2 collocations incidentally from reading

Previous studies have shown that intentional learning through explicit instruction is effective for the acquisition of collocations in a second language (L2) (e.g. Peters, 2014, 2015), but relatively little is known about the effectiveness of incidental approaches for the acquisition of L2 collocations. The present study examined the incidental acquisition of collocational knowledge when learners encounter adjective–pseudoword collocations while reading. Forty-one L2 learners read a story containing six target collocations in a classroom setting. One week after the reading they were interviewed about their knowledge of the form, meaning and collocation of the target items (at recall and recognition levels). Participants were randomly assigned to one of two experimental groups, i.e. the 4-repetition group and the 8-repetition group. Results showed that collocational knowledge can be learnt incidentally from reading; that it is learnt at a similar rate to other lexical components such as form and meaning of individual words; and that the frequency manipulation in this study did not seem to have a significant effect on the acquisition of any of the aspects examined

Expanding English vocabulary knowledge through reading: Insights from eye-tracking studies

Students in academic contexts are expected to engage with large amounts of reading and they frequently meet unknown words and phrases in those reading materials. Previous research has shown that second and foreign language learners can acquire some of the unknown vocabulary that they encounter during reading. However, these previous findings were mainly based on scores in off-line, post-reading tests and thus, our understanding of the cognitive processes involved during learning from reading has been rather limited. Technological advancements have made it easier for researchers to explore learners’ online processing behaviour. One of such advancements is eye-tracking, which provides a rich record of online reading behaviour. The last decade has witnessed an unprecedented increase in the number of eye-tracking studies conducted in second/foreign language learning research, with a particular focus on vocabulary learning from reading. This article illustrates how the use of eye-tracking has helped researchers gain a better understanding of the process of vocabulary learning from reading and of the relationship between eye-movements and performance measures. This article discusses recent research findings and identifies directions for future research

Exploring the learning burden and decay of foreign language vocabulary knowledge: The effect of part of speech and word length

Research has shown that several intralexical factors affect the learning burden of foreign language vocabulary (e.g., Laufer, 1997 ) and that some accrued lexical knowledge is forgotten. It is often assumed that the lexical items most difficult to acquire are those easiest to forget. However, few studies have provided empirical evidence to support this claim. This study examined the effect of two intralexical factors, part of speech and word length, on the learning burden and decay of intentionally learned foreign language lexical knowledge, as well as the role that learning burden played in the decay process. Forty-eight learners of English studied words of various parts of speech and lengths using flashcard software. Knowledge (form recall and recognition) of target items was assessed immediately after learning and four weeks later. Results of mixed-effects models showed that part of speech and word length have differential impacts on learning burden and decay and that increased burden mitigated loss of form recognition knowledge

Teaching formulaic sequences in an English-language class: The effects of explicit instruction versus coursebook instruction

This study investigates the relative effectiveness of different teaching approaches on the learning of formulaic sequences. Three comparisons were made in this study: the effects of explicit teaching of formulaic sequences versus teaching embedded in traditional coursebook instruction, the effects of the degree of salience of the sequences in the coursebook on learning, and the effects of explicit teaching of formulaic sequences with context versus teaching without context. Sixtynine formulaic sequences occurring in an English as a Foreign Language (EFL) coursebook were selected for the study. The participants were 60 low-proficiency university students majoring in technology in Vietnam. Participants were quasirandomly assigned to one of three groups: control, no-context learning, and sentence-context learning. Learning was measured by two multiple-choice tests of receptive knowledge of form and meaning. Findings indicated that although explicit instruction was effective, the degree of salience in traditional coursebook instruction had no significant effects on learning formulaic sequences. Explicit teaching combined with incidental exposure to formulaic sequences in the coursebook was superior to the traditional coursebook instruction approach in the classroom setting. Furthermore, the results from explicit instruction with context sentences did not differ significantly from those of instruction without context. Explanations for the findings and pedagogical applications are offered

Examining second language vocabulary growth: Replications of Schmitt (1998) and Webb & Chang (2012)

There has been extensive research in the last 20 years on the effectiveness of different instructional interventions and learning conditions on the acquisition of vocabulary. However, very few attempts have been made to explore how vocabulary knowledge develops over time. This paper argues for the need to conduct more longitudinal studies on vocabulary learning and teaching and provides suggestions for important replication studies in the area. In particular, this paper calls for the replication of the studies by Schmitt (1998) and Webb & Chang (2012). Unlike most studies on vocabulary learning and teaching, these two follow a longitudinal approach and study vocabulary growth from two main perspectives, i.e. the development of vocabulary depth and vocabulary breadth. The approximate replications suggested here would constitute an important contribution to the field of vocabulary learning and teaching

The effect of pre-reading instruction on vocabulary learning: An examination of L1 and L2 readers’ eye movements

This study examines the effect of pre-reading vocabulary instruction on learners’ attention and vocabulary gains. Participants (L1 = 92; L2 = 88) were randomly assigned to one of four conditions: pre-reading instruction, involving explicit instruction of six novel items and reading a text with them repeated eight times; reading-only, which only involved reading the text with the novel items; reading-baseline, in which participants read a text with the repeated items replaced by known (control) words; and instruction-only, which involved explicit instruction of the novel items and the reading of an unrelated text. Eye-tracking was used to measure amount of attention to the vocabulary during reading. Knowledge of the target vocabulary was assessed in three immediate post-tests (form recognition, meaning recall, and meaning recognition). Results showed that pre-reading instruction led to both higher vocabulary gains and a processing advantage. Cumulative reading times were a significant predictor of meaning recognition scores

Eye movements in vocabulary research: Current findings and future directions

The field of vocabulary research is witnessing a growing interest in the use of eye-tracking to investigate topics that have traditionally been examined using offline measures, providing new insights into the processing and learning of vocabulary. During an eye-tracking experiment, participants’ eye movements are recorded while they attend to written or auditory input, resulting in a rich record of online processing behaviour. Because of its many benefits, eye-tracking is becoming a major research technique in vocabulary research. However, before this emerging trend of eye-tracking based vocabulary research continues to proliferate, it is important to step back and reflect on what current studies have shown about the processing and learning of vocabulary, and the ways in which we can use the technique in future research. To this aim, the present paper provides a comprehensive overview of current eye-tracking research findings, both in terms of the processing and learning of single words and formulaic sequences. Current research gaps and potential avenues for future research are also discussed

Remission of obesity and insulin resistance is not sufficient to restore mitochondrial homeostasis in visceral adipose tissue

Metabolic plasticity is the ability of a biological system to adapt its metabolic phenotype to different environmental stressors. We used a whole-body and tissue-specific phenotypic, functional, proteomic, metabolomic and transcriptomic approach to systematically assess metabolic plasticity in diet-induced obese mice after a combined nutritional and exercise intervention. Although most obesity and overnutrition-related pathological features were successfully reverted, we observed a high degree of metabolic dysfunction in visceral white adipose tissue, characterized by abnormal mitochondrial morphology and functionality. Despite two sequential therapeutic interventions and an apparent global healthy phenotype, obesity triggered a cascade of events in visceral adipose tissue progressing from mitochondrial metabolic and proteostatic alterations to widespread cellular stress, which compromises its biosynthetic and recycling capacity. In humans, weight loss after bariatric surgery showed a transcriptional signature in visceral adipose tissue similar to our mouse model of obesity reversion. Overall, our data indicate that obesity prompts a lasting metabolic fingerprint that leads to a progressive breakdown of metabolic plasticity in visceral adipose tissue

Roflumilast in moderate-to-severe chronic obstructive pulmonary disease treated with longacting bronchodilators: two randomised clinical trials

Background Patients with chronic obstructive pulmonary disease (COPD) have few options for treatment. The efficacy and safety of the phosphodiesterase-4 inhibitor roflumilast have been investigated in studies of patients with moderate-to-severe COPD, but not in those concomitantly treated with longacting inhaled bronchodilators. The effect of roflumilast on lung function in patients with COPD that is moderate to severe who are already being treated with salmeterol or tiotropium was investigated. Methods In two double-blind, multicentre studies done in an outpatient setting, after a 4-week run-in, patients older than 40 years with moderate-to-severe COPD were randomly assigned to oral roflumilast 500 mu g or placebo once a day for 24 weeks, in addition to salmeterol (M2-127 study) or tiotropium (M2-128 study). The primary endpoint was change in prebronchodilator forced expiratory volume in 1s (FEV(1)). Analysis was by intention to treat. The studies are registered with ClinicalTrials.gov, number NCT00313209 for M2-127, and NCT00424268 for M2-128. Findings In the salmeterol plus roflumilast trial, 466 patients were assigned to and treated with roflumilast and 467 with placebo; in the tiotropium plus roflumilast trial, 371 patients were assigned to and treated with roflumilast and 372 with placebo. Compared with placebo, roflumilast consistently improved mean prebronchodilator FEV(1) by 49 mL (p<0.0001) in patients treated with salmeterol, and 80 mL (p<0.0001) in those treated with tiotropium. Similar improvement in postbronchodilator FEV(1) was noted in both groups. Furthermore, roflumilast had beneficial effects on other lung function measurements and on selected patient-reported outcomes in both groups. Nausea, diarrhoea, weight loss, and, to a lesser extent, headache were more frequent in patients in the roflumilast groups. These adverse events were associated with increased patient withdrawal. Interpretation Roflumilast improves lung function in patients with COPD treated with salmeterol or tiotropium, and could become an important treatment for these patients