The Role of Repeated Exposure to Multimodal Input in Incidental Acquisition of Foreign Language Vocabulary

Prior research has reported incidental vocabulary acquisition with complete beginners in a foreign language (FL), within 8 exposures to auditory and written FL word forms presented with a picture depicting their meaning. However, important questions remain about whether acquisition occurs with fewer exposures to FL words in a multimodal situation and whether there is a repeated exposure effect. Here we report a study where the number of exposures to FL words in an incidental learning phase varied between 2, 4, 6, and 8 exposures. Following the incidental learning phase, participants completed an explicit learning task where they learned to recognize written translation equivalents of auditory FL word forms, half of which had occurred in the incidental learning phase. The results showed that participants performed better on the words they had previously been exposed to, and that this incidental learning effect occurred from as little as 2 exposures to the multimodal stimuli. In addition, repeated exposure to the stimuli was found to have a larger impact on learning during the first few exposures and decrease thereafter, suggesting that the effects of repeated exposure on vocabulary acquisition are not necessarily constant

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

The Effect of Content Retelling on Vocabulary Uptake from a TED Talk

This study investigates the potential benefits for incidental vocabulary acquisition of implementing a particular sequence of input-output-input activities. More specifically, EFL learners (n = 32) were asked to watch a TED Talks video, orally sum up its content in English, and then watch the video once more. A comparison group (n = 32) also watched the TED Talks video twice but were not required to sum it up in between. Immediate and delayed post-tests showed significantly better word-meaning recall in the former condition. An analysis of the oral summaries showed that it was especially words which learners attempted to use that stood a good chance of being recalled later. These findings are interpreted with reference to Swain’s (e.g., 1995) Output Hypothesis, Laufer and Hulstijn’s (2001) Involvement Load Hypothesis, and Nation and Webb’s (2011) Technique Feature Analysis. What makes the text-based output task in this experiment fundamentally different from many previous studies which have investigated the merits of text-based output activities is that it was at no point stipulated for the participants that they should use particular words from the input text. The study also illustrates the potential of TED Talks as a source of authentic audio-visual input in EFL classrooms

Incidental L2 vocabulary acquisition from and while reading

Previous studies have shown that reading is an important source of incidental L2 vocabulary acquisition. However, we still do not have a clear picture of what happens when readers encounter unknown words. Combining off-line (vocabulary tests) and online (eye-tracking) measures, the incidental acquisition of vocabulary knowledge from reading and the online reading of unknown lexical items were examined. L2 English learners read a story containing unknown items while their eye-movements were recorded. After eight exposures, L2 readers recognized the form and the meaning of 86% and 75% of the target nonwords respectively, while they recalled the meaning of 55% of the nonwords. After three-four encounters nonwords were read significantly faster and by eight encounters they were read in a similar manner to previously known real words. Results also showed a positive relationship between new vocabulary learning outcomes and online reading, with longer reading times associated with higher vocabulary recall test scores.The study was also conducted with L1 readers to provide baseline data for comparison. Results confirmed the L2 findings while also indicating an interesting L1-L2 distinction in the rate rather than in the ultimate outcome of the acquisition process

The role of input flood and input enhancement in EFL learners’ acquisition of collocations

The study investigated L2 learners’ acquisition of verb-noun and adjective-noun collocations following two kinds of instruction: input flood only and input flood plus input enhancement (in the form of underlining). L1 Polish learners of English as a foreign language were exposed to infrequent collocations embedded in stories that were read during three consecutive weeks. Their collocational competence was subsequently assessed in a battery of delayed tests tapping into productive and receptive levels of collocational mastery. Input flood plus input enhancement resulted in the acquisition of collocations but only at the level of form recall and form recognition. The findings are discussed with reference to the complexity of acquiring and measuring L2 collocational knowledge. The article concludes with implications for instructed second language acquisition

Vocabulary acquisition from extensive reading: A case study

A number of studies have shown that second language learners acquire vocabulary through reading, but only relatively small amounts. However, most of these studies used only short texts, measured only the acquisition of meaning, and did not credit partial learning of words. This case study of a learner of French explores whether an extensive reading program can enhance lexical knowledge. The study assessed a relatively large number of words (133), and examined whether one month of extensive reading enhanced knowledge of these target words' spelling, meaning, and grammatical characteristics. The measurement procedure was a one-on-one interview that allowed a very good indication of whether learning occurred. The study also explores how vocabulary acquisition varies according to how often words are encountered in the texts. The results showed that knowledge of 65% of the target words was enhanced in some way, for a pickup rate of about 1 of every 1.5 words tested. Spelling was strongly enhanced, even from a small number of exposures. Meaning and grammatical knowledge were also enhanced, but not to the same extent. Overall, the study indicates that more vocabulary acquisition is possible from extensive reading than previous studies have suggested

Bioaccumulation Levels and Potential Health Risks of Mercury, Cadmium, and Lead in Albacore (Thunnus alalunga, Bonnaterre, 1788) from The Aegean Sea, Greece

Aegean Sea albacore (T. alalunga), fresh or processed, is marketed locally in Greece or exported, mainly to Japan, Italy, Spain, and France. To provide information for consumers and biomonitoring programs and assess the potential human health risks, concentrations of mercury (Hg), cadmium (Cd) and lead (Pb) were determined in albacore edible muscle samples from two fishing grounds of the Aegean Sea, Greece via graphite furnace atomic absorption spectrometry (GF-AAS). Of the 82 individuals, 28 contained Cd and three contained Pb above the permissible limits set by the European Union (0.1 mg kg−1 wet wt and 0.3 mg kg−1 wet wt, respectively). None of the samples contained mercury above the limit (1.0 mg kg−1 wet wt). Potential health risks to human via dietary intake of albacore were estimated by the total target hazard quotients (TTHQs), which indicated that the consumers could acquire health problems due to consumption of Aegean Sea albacore. Thus consequently, concentrations of toxic heavy metals in albacore, especially mercury, must be monitored regularly and comprehensively with respect to consumer health