23026805 03 01 01 JB code JB John Benjamins Publishing Company 01 JB code BCT 109 GE 15 9789027260864 06 10.1075/bct.109 13 2020019182 00 EA E133 10 01 JB code BCT 02 JB code 1874-0081 02 109.00 01 02 Benjamins Current Topics Benjamins Current Topics 01 01 Approaches to Learning, Testing and Researching L2 Vocabulary Approaches to Learning, Testing and Researching L2 Vocabulary 1 B01 01 JB code 511393695 Stuart Webb Webb, Stuart Stuart Webb University of Western Ontario 01 eng 11 240 03 03 v 03 00 234 03 24 JB code LIN.APPL Applied linguistics 24 JB code LIN.LA Language acquisition 24 JB code LIN.EDUC Language teaching 24 JB code LIN.BIL Multilingualism 10 FOR000000 12 CJA 01 06 02 00 Together, the chapters in this volume highlight innovation in vocabulary studies and many directions for researching, testing, and learning words. Originally published as special issue of ITL – International Journal of Applied Linguistics 169:1 (2018) 03 00 This volume brings together a collection of chapters focused on the learning, testing, and researching of L2 vocabulary by leading international researchers including Paul Nation, Batia Laufer, Frank Boers, Elke Peters, Ana Pellicer-Sánchez, Anna Siyanova-Chanturia, and Stuart Webb. Questions that are examined include: Is it useful to read a book to learn vocabulary? Which types of input encountered outside of the classroom contribute most to vocabulary knowledge? What are the most useful words to learn to understand the academic spoken language in mathematics, biology, and engineering lectures? Does writing words contribute to vocabulary learning? What should a test measuring the skill of guessing from context consist of? Should loan words be included in vocabulary tests? How should we evaluate vocabulary learning that occurs through watching captioned video? How has eye-tracking been used in vocabulary research? Together, the chapters in this volume highlight innovation in vocabulary studies and many directions for researching, testing, and learning words. Originally published as special issue of ITL – International Journal of Applied Linguistics 169:1 (2018) 01 00 03 01 01 D503 https://benjamins.com/covers/475/bct.109.png 01 01 D502 https://benjamins.com/covers/475_jpg/9789027207418.jpg 01 01 D504 https://benjamins.com/covers/475_tif/9789027207418.tif 01 01 D503 https://benjamins.com/covers/1200_front/bct.109.hb.png 01 01 D503 https://benjamins.com/covers/125/bct.109.png 02 00 03 01 01 D503 https://benjamins.com/covers/1200_back/bct.109.hb.png 03 00 03 01 01 D503 https://benjamins.com/covers/3d_web/bct.109.hb.png 01 01 JB code bct.109.itl.00003.int 06 10.1075/bct.109.itl.00003.int 1 4 4 Introduction 1 01 04 Guest editorial Guest editorial 1 A01 01 JB code 986414047 Stuart Webb Webb, Stuart Stuart Webb University of Western Ontario, Canada 01 01 JB code bct.109.itl.00004.pel 06 10.1075/bct.109.itl.00004.pel 5 29 25 Chapter 2 01 04 Eye movements in vocabulary research Eye movements in vocabulary research 1 A01 01 JB code 820414048 Ana Pellicer-Sánchez Pellicer-Sánchez, Ana Ana Pellicer-Sánchez UCL Institute of Education, UK 2 A01 01 JB code 210414049 Anna Siyanova-Chanturia Siyanova-Chanturia, Anna Anna Siyanova-Chanturia Victoria University of Wellington, New Zealand 01 01 JB code bct.109.itl.00005.nat 06 10.1075/bct.109.itl.00005.nat 31 44 14 Chapter 3 01 04 Reading a whole book to learn vocabulary Reading a whole book to learn vocabulary 1 A01 01 JB code 114414050 I.S.P. Nation Nation, I.S.P. I.S.P. Nation Victoria University of Wellington 01 01 JB code bct.109.itl.00006.dan 06 10.1075/bct.109.itl.00006.dan 45 72 28 Chapter 4 01 04 A Hard Science Spoken Word List A Hard Science Spoken Word List 1 A01 01 JB code 991414051 Thi Ngoc Yen Dang Dang, Thi Ngoc Yen Thi Ngoc Yen Dang University of Leeds 01 01 JB code bct.109.itl.00007.web 06 10.1075/bct.109.itl.00007.web 73 94 22 Chapter 5 01 04 Re-examining the effects of word writing on vocabulary learning Re-examining the effects of word writing on vocabulary learning 1 A01 01 JB code 768414052 Stuart Webb Webb, Stuart Stuart Webb University of Western Ontario 2 A01 01 JB code 976414053 Anna Piasecki Piasecki, Anna Anna Piasecki University of the West of England, Bristol 01 01 JB code bct.109.itl.00008.lau 06 10.1075/bct.109.itl.00008.lau 95 115 21 Chapter 6 01 04 Loanword proportion in vocabulary size tests Loanword proportion in vocabulary size tests 01 04 Does it make a difference? Does it make a difference? 1 A01 01 JB code 50414054 Batia Laufer Laufer, Batia Batia Laufer University of Haifa 2 A01 01 JB code 276414055 Tami Levitzky-Aviad Levitzky-Aviad, Tami Tami Levitzky-Aviad University of Haifa 01 01 JB code bct.109.itl.00009.sas 06 10.1075/bct.109.itl.00009.sas 117 142 26 Chapter 7 01 04 The guessing from context test The guessing from context test 1 A01 01 JB code 175414056 Yosuke Sasao Sasao, Yosuke Yosuke Sasao Kyoto University, Japan 2 A01 01 JB code 629414057 Stuart Webb Webb, Stuart Stuart Webb The University of Western Ontario, Canada 01 01 JB code bct.109.itl.00010.pet 06 10.1075/bct.109.itl.00010.pet 143 167 25 Chapter 8 01 04 The effect of out-of-class exposure to English language media on learners' vocabulary knowledge The effect of out-of-class exposure to English language media on learners’ vocabulary knowledge 1 A01 01 JB code 297414058 Elke Peters Peters, Elke Elke Peters KU Leuven 01 01 JB code bct.109.itl.00011.jel 06 10.1075/bct.109.itl.00011.jel 169 189 21 Chapter 9 01 04 Examining incidental vocabulary acquisition from captioned video Examining incidental vocabulary acquisition from captioned video 01 04 Does test modality matter? Does test modality matter? 1 A01 01 JB code 337414059 Nurul Aini Mohd Jelani Jelani, Nurul Aini Mohd Nurul Aini Mohd Jelani SMK Rantau Panjang 2 A01 01 JB code 568414060 Frank Boers Boers, Frank Frank Boers The University of Western Ontario 01 01 JB code bct.109.itl.00012.rod 06 10.1075/bct.109.itl.00012.rod 191 211 21 Chapter 10 01 04 The images in television programs and the potential for learning unknown words The images in television programs and the potential for learning unknown words 01 04 The relationship between on-screen imagery and vocabulary The relationship between on-screen imagery and vocabulary 1 A01 01 JB code 609414061 Michael P.H. Rodgers Rodgers, Michael P.H. Michael P.H. Rodgers Carleton University 01 01 JB code bct.109.itl.00013.nor 06 10.1075/bct.109.itl.00013.nor 213 232 20 Chapter 11 01 04 Vocabulary knowledge and listening comprehension at an intermediate level in English and French as foreign languages Vocabulary knowledge and listening comprehension at an intermediate level in English and French as foreign languages 01 04 An approximate replication study of Staehr (2009) An approximate replication study of Stæhr (2009) 1 A01 01 JB code 614414062 Ann-Sophie Noreillie Noreillie, Ann-Sophie Ann-Sophie Noreillie KU Leuven/ITEC – Kuleuven – imec 2 A01 01 JB code 864414063 Britta Kestemont Kestemont, Britta Britta Kestemont KU Leuven 3 A01 01 JB code 110414064 Kris Heylen Heylen, Kris Kris Heylen KU Leuven 4 A01 01 JB code 164414065 Piet Desmet Desmet, Piet Piet Desmet ITEC – Kuleuven – imec 5 A01 01 JB code 453414066 Elke Peters Peters, Elke Elke Peters KU Leuven 01 01 JB code bct.109.index 06 10.1075/bct.109.index 233 234 2 Miscellaneous 12 01 04 Index Index 01 JB code JBENJAMINS John Benjamins Publishing Company 01 01 JB code JB John Benjamins Publishing Company 01 https://benjamins.com Amsterdam NL 00 John Benjamins Publishing Company Marketing Department / Karin Plijnaar, Pieter Lamers onix@benjamins.nl 04 01 00 20200806 C 2020 John Benjamins D 2020 John Benjamins 02 WORLD 13 15 9789027207418 WORLD 03 01 JB 17 Google 03 https://play.google.com/store/books 21 01 00 Unqualified price 00 90.00 EUR 01 00 Unqualified price 00 76.00 GBP 01 00 Unqualified price 00 135.00 USD 116026688 03 01 01 JB code JB John Benjamins Publishing Company 01 JB code BCT 109 Eb 15 9789027260864 06 10.1075/bct.109 13 2020019182 00 EA E107 10 01 JB code BCT 02 1874-0081 02 109.00 01 02 Benjamins Current Topics Benjamins Current Topics 11 01 JB code jbe-all 01 02 Full EBA collection (ca. 4,200 titles) 11 01 JB code jbe-eba-2023 01 02 Compact EBA Collection 2023 (ca. 700 titles, starting 2018) 11 01 JB code jbe-2020 01 02 2020 collection (131 titles) 11 01 JB code jbe-eba-2024 01 02 Compact EBA Collection 2024 (ca. 600 titles, starting 2019) 01 01 Approaches to Learning, Testing and Researching L2 Vocabulary Approaches to Learning, Testing and Researching L2 Vocabulary 1 B01 01 JB code 511393695 Stuart Webb Webb, Stuart Stuart Webb University of Western Ontario 07 https://benjamins.com/catalog/persons/511393695 01 eng 11 240 03 03 v 03 00 234 03 01 23 418.0071 03 2020 P118.2 04 Second language acquisition. 04 Vocabulary--Study and teaching. 04 Language and languages--Study and teaching. 10 FOR000000 12 CJA 24 JB code LIN.APPL Applied linguistics 24 JB code LIN.LA Language acquisition 24 JB code LIN.EDUC Language teaching 24 JB code LIN.BIL Multilingualism 01 06 02 00 Together, the chapters in this volume highlight innovation in vocabulary studies and many directions for researching, testing, and learning words. Originally published as special issue of ITL – International Journal of Applied Linguistics 169:1 (2018) 03 00 This volume brings together a collection of chapters focused on the learning, testing, and researching of L2 vocabulary by leading international researchers including Paul Nation, Batia Laufer, Frank Boers, Elke Peters, Ana Pellicer-Sánchez, Anna Siyanova-Chanturia, and Stuart Webb. Questions that are examined include: Is it useful to read a book to learn vocabulary? Which types of input encountered outside of the classroom contribute most to vocabulary knowledge? What are the most useful words to learn to understand the academic spoken language in mathematics, biology, and engineering lectures? Does writing words contribute to vocabulary learning? What should a test measuring the skill of guessing from context consist of? Should loan words be included in vocabulary tests? How should we evaluate vocabulary learning that occurs through watching captioned video? How has eye-tracking been used in vocabulary research? Together, the chapters in this volume highlight innovation in vocabulary studies and many directions for researching, testing, and learning words. Originally published as special issue of ITL – International Journal of Applied Linguistics 169:1 (2018) 01 00 03 01 01 D503 https://benjamins.com/covers/475/bct.109.png 01 01 D502 https://benjamins.com/covers/475_jpg/9789027207418.jpg 01 01 D504 https://benjamins.com/covers/475_tif/9789027207418.tif 01 01 D503 https://benjamins.com/covers/1200_front/bct.109.hb.png 01 01 D503 https://benjamins.com/covers/125/bct.109.png 02 00 03 01 01 D503 https://benjamins.com/covers/1200_back/bct.109.hb.png 03 00 03 01 01 D503 https://benjamins.com/covers/3d_web/bct.109.hb.png 01 01 JB code bct.109.itl.00003.int 06 10.1075/bct.109.itl.00003.int 1 4 4 Introduction 1 01 04 Guest editorial Guest editorial 1 A01 01 JB code 986414047 Stuart Webb Webb, Stuart Stuart Webb University of Western Ontario, Canada 07 https://benjamins.com/catalog/persons/986414047 01 eng 01 01 JB code bct.109.itl.00004.pel 06 10.1075/bct.109.itl.00004.pel 5 29 25 Chapter 2 01 04 Eye movements in vocabulary research Eye movements in vocabulary research 1 A01 01 JB code 820414048 Ana Pellicer-Sánchez Pellicer-Sánchez, Ana Ana Pellicer-Sánchez UCL Institute of Education, UK 07 https://benjamins.com/catalog/persons/820414048 2 A01 01 JB code 210414049 Anna Siyanova-Chanturia Siyanova-Chanturia, Anna Anna Siyanova-Chanturia Victoria University of Wellington, New Zealand 07 https://benjamins.com/catalog/persons/210414049 01 eng 30 00

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 chapter 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.

01 01 JB code bct.109.itl.00005.nat 06 10.1075/bct.109.itl.00005.nat 31 44 14 Chapter 3 01 04 Reading a whole book to learn vocabulary Reading a whole book to learn vocabulary 1 A01 01 JB code 114414050 I.S.P. Nation Nation, I.S.P. I.S.P. Nation Victoria University of Wellington 07 https://benjamins.com/catalog/persons/114414050 01 eng 30 00

This chapter examines whether it is a good idea to choose a book that interests you and read it through from the beginning to the end learning all the new words you meet. For the analysis, it is assumed that learners already know the most frequent 3,000 words of English. The criteria used to guide this investigation include the number of unknown words met, the usefulness of the unknown words, the density of the unknown words, and the number of repetitions of the unknown words. Reading a whole book intensively is not a good idea unless the book is a graded reader, a technical text in a relevant subject area, or a set text that would be examined as a part of assessment. Where learners need to do such reading of unsimplified texts, they should be strategic in dealing with unknown vocabulary.

01 01 JB code bct.109.itl.00006.dan 06 10.1075/bct.109.itl.00006.dan 45 72 28 Chapter 4 01 04 A Hard Science Spoken Word List A Hard Science Spoken Word List 1 A01 01 JB code 991414051 Thi Ngoc Yen Dang Dang, Thi Ngoc Yen Thi Ngoc Yen Dang University of Leeds 07 https://benjamins.com/catalog/persons/991414051 01 eng 30 00

A Hard Science Spoken Word List (HSWL) was developed and validated to help second language learners of hard sciences better comprehend academic speech at English-medium universities. It consists of the 1,595 most frequent and wide ranging word families in a 6.5-million running word hard science spoken corpus which represents 12 subjects across two equally-sized sub-corpora. Its coverage in different discourse types indicates that the HSWL truly reflects the language in hard science academic speech. The comparison between the HSWL with Dang, Coxhead, and Webb’s (2017) Academic Spoken Word List shows that the HSWL focuses more on specialized vocabulary in hard science speech. Depending on their vocabulary levels, learners may achieve 93%–96% coverage of hard science academic speech with knowledge of the HSWL words.

01 01 JB code bct.109.itl.00007.web 06 10.1075/bct.109.itl.00007.web 73 94 22 Chapter 5 01 04 Re-examining the effects of word writing on vocabulary learning Re-examining the effects of word writing on vocabulary learning 1 A01 01 JB code 768414052 Stuart Webb Webb, Stuart Stuart Webb University of Western Ontario 07 https://benjamins.com/catalog/persons/768414052 2 A01 01 JB code 976414053 Anna Piasecki Piasecki, Anna Anna Piasecki University of the West of England, Bristol 07 https://benjamins.com/catalog/persons/976414053 01 eng 30 00

This study investigated the effects of word writing on vocabulary learning by comparing three conditions in which there was (a) limited time to write words, (b) unlimited time to write words, and (c) a non-writing word-picture pairs comparison. Non-native speakers studying English as a second language encountered 8 word-picture pairs in each condition and were administered a test measuring form recall and another measuring receptive knowledge of written form. The results indicated that there was little difference between scores on both tests when time on task was the same. However, when the participants had as much time as they needed to write and learn words, they had higher scores on both dependent measures than when learning in the other two conditions. The findings suggest that an ecologically valid approach to word writing may facilitate vocabulary learning.

01 01 JB code bct.109.itl.00008.lau 06 10.1075/bct.109.itl.00008.lau 95 115 21 Chapter 6 01 04 Loanword proportion in vocabulary size tests Loanword proportion in vocabulary size tests 01 04 Does it make a difference? Does it make a difference? 1 A01 01 JB code 50414054 Batia Laufer Laufer, Batia Batia Laufer University of Haifa 07 https://benjamins.com/catalog/persons/50414054 2 A01 01 JB code 276414055 Tami Levitzky-Aviad Levitzky-Aviad, Tami Tami Levitzky-Aviad University of Haifa 07 https://benjamins.com/catalog/persons/276414055 01 eng 30 00

We investigated the effect of English-Hebrew loanwords on English vocabulary test scores when the number of loanwords in the test is random and when it is representative of their proportion in the vocabulary lists from which the test items were taken. 303 EFL learners, speakers of Hebrew as L1, at three L2 proficiency levels, received tests with no loanwords, with a representative number of loanwords and with a random number of loanwords in four modalities: word form recall, word meaning recall, word form recognition, word meaning recognition. Though different effects were found for different modalities and different language proficiencies, the score increases from the representative loanword test version to the random loanword version were low and the effect sizes of the differences were very low. We suggest that the inclusion of loanwords in vocabulary tests may not inflate the true vocabulary knowledge score.

01 01 JB code bct.109.itl.00009.sas 06 10.1075/bct.109.itl.00009.sas 117 142 26 Chapter 7 01 04 The guessing from context test The guessing from context test 1 A01 01 JB code 175414056 Yosuke Sasao Sasao, Yosuke Yosuke Sasao Kyoto University, Japan 07 https://benjamins.com/catalog/persons/175414056 2 A01 01 JB code 629414057 Stuart Webb Webb, Stuart Stuart Webb The University of Western Ontario, Canada 07 https://benjamins.com/catalog/persons/629414057 01 eng 30 00

This study aims to develop two equivalent forms of the Guessing from Context Test (GCT) and provide its preliminary validity evidence. The GCT is a diagnostic test of the guessing skill and measures the following three important steps in guessing: identifying the part of speech of an unknown word, finding its discourse clue, and deriving its meaning. The test was administered to 428 Japanese learners of English. The results indicate that the two forms each with 20 question sets are equivalent in terms of item difficulty distribution and representativeness of the construct being measured. A wide range of validity evidence was provided using Messick’s validation framework, the Rasch model, qualitative investigations into the relationships to actual guessing, and proposals for score interpretation.

01 01 JB code bct.109.itl.00010.pet 06 10.1075/bct.109.itl.00010.pet 143 167 25 Chapter 8 01 04 The effect of out-of-class exposure to English language media on learners' vocabulary knowledge The effect of out-of-class exposure to English language media on learners’ vocabulary knowledge 1 A01 01 JB code 297414058 Elke Peters Peters, Elke Elke Peters KU Leuven 07 https://benjamins.com/catalog/persons/297414058 01 eng 30 00

The aim of this study is to investigate (1) how often Flemish English-as-a-foreign language learners are exposed to English language media outside of the classroom, (2) whether current out-of-class exposure to English language media is related to learners’ vocabulary knowledge, and (3) whether length of instruction (three or six years), gender, and out-of-class exposure to English language media affect Flemish learners’ vocabulary. Data were collected with 79 English-as-a-foreign language learners. They were administered a frequency-based vocabulary test and a questionnaire. The findings of this study show that Flemish English-as-a-foreign language learners are frequently exposed to English language media. The results also indicate a positive relationship between learners’ vocabulary knowledge and exposure to non-subtitled TV programs and movies, the Internet, and written print (books, magazines). Finally, both length of instruction and current out-of-class exposure to English language media had an effect on learners’ vocabulary knowledge, but out-of-class exposure had a larger effect than length of instruction.

01 01 JB code bct.109.itl.00011.jel 06 10.1075/bct.109.itl.00011.jel 169 191 23 Chapter 9 01 04 Examining incidental vocabulary acquisition from captioned video Examining incidental vocabulary acquisition from captioned video 01 04 Does test modality matter? Does test modality matter? 1 A01 01 JB code 337414059 Nurul Aini Mohd Jelani Jelani, Nurul Aini Mohd Nurul Aini Mohd Jelani SMK Rantau Panjang 07 https://benjamins.com/catalog/persons/337414059 2 A01 01 JB code 568414060 Frank Boers Boers, Frank Frank Boers The University of Western Ontario 07 https://benjamins.com/catalog/persons/568414060 01 eng 30 00

Previous comparisons of vocabulary uptake from captioned and uncaptioned audio-visual materials have almost consistently furnished evidence in favour of captioned materials. However, it is possible that many such comparative studies gave an advantage to the captioned input conditions by virtue of their use of written word prompts in the tests. The present study therefore examines whether aurally presented test prompts yield equally compelling evidence for the superiority of captioned over uncaptioned video. Intermediate EFL learners watched a ten-minute TED Talks video either with or without captions and were subsequently given a word recognition and a word meaning test, with half of the test prompts presented in print and the other half presented aurally. While the results of the word recognition test were inconclusive, the word meaning test yielded significantly better scores by the group that watched the captioned video. However, this was due entirely to their superior scores on the printed word prompts, not the aural ones. This suggests that evaluations of the benefits of captions for vocabulary acquisitions should take input-modality – test-modality congruency into account.

01 01 JB code bct.109.itl.00012.rod 06 10.1075/bct.109.itl.00012.rod 191 211 21 Chapter 10 01 04 The images in television programs and the potential for learning unknown words The images in television programs and the potential for learning unknown words 01 04 The relationship between on-screen imagery and vocabulary The relationship between on-screen imagery and vocabulary 1 A01 01 JB code 609414061 Michael P.H. Rodgers Rodgers, Michael P.H. Michael P.H. Rodgers Carleton University 07 https://benjamins.com/catalog/persons/609414061 01 eng 30 00

Previous studies have indicated the potential for incidental vocabulary learning through viewing television. The assumption has been that the imagery in television helps learners acquire vocabulary because when they hear an unfamiliar word, the on-screen images provide semantic support. However, the extent to which imagery in authentic television supports learners in this way is unclear. This study examines 90 target words occurring in single seasons of television, and the degree to which their aural occurrence matched the presentation of a potentially supporting image. Results indicate differences in the way imagery supports potential vocabulary learning in documentary television compared with narrative television, and that this supporting imagery occurred concurrently with the aural form more often in documentary television. Research and pedagogical implications are discussed in detail.

01 01 JB code bct.109.itl.00013.nor 06 10.1075/bct.109.itl.00013.nor 213 232 20 Chapter 11 01 04 Vocabulary knowledge and listening comprehension at an intermediate level in English and French as foreign languages Vocabulary knowledge and listening comprehension at an intermediate level in English and French as foreign languages 01 04 An approximate replication study of Staehr (2009) An approximate replication study of Stæhr (2009) 1 A01 01 JB code 614414062 Ann-Sophie Noreillie Noreillie, Ann-Sophie Ann-Sophie Noreillie KU Leuven/ITEC – Kuleuven – imec 07 https://benjamins.com/catalog/persons/614414062 2 A01 01 JB code 864414063 Britta Kestemont Kestemont, Britta Britta Kestemont KU Leuven 07 https://benjamins.com/catalog/persons/864414063 3 A01 01 JB code 110414064 Kris Heylen Heylen, Kris Kris Heylen KU Leuven 07 https://benjamins.com/catalog/persons/110414064 4 A01 01 JB code 164414065 Piet Desmet Desmet, Piet Piet Desmet ITEC – Kuleuven – imec 07 https://benjamins.com/catalog/persons/164414065 5 A01 01 JB code 453414066 Elke Peters Peters, Elke Elke Peters KU Leuven 07 https://benjamins.com/catalog/persons/453414066 01 eng 30 00

The present study aims to replicate Stæhr’s (2009) study on the relationship between vocabulary knowledge and listening comprehension. To explore the generalizability of Stæhr’s findings, two experiments were conducted. However, the study changed the population (Flemish learners) and proficiency level of the materials in the first experiment (intermediate) and also the language in the second experiment (French). Our results generally confirm Stæhr’s findings. We also found a positive correlation between vocabulary knowledge and listening comprehension. Although our findings reveal that learners probably need fewer words for adequate listening comprehension at an intermediate proficiency level, our study also showed that learners who knew more words had higher listening comprehension scores. Finally, our study seems to suggest that learners might need less lexical coverage for intermediate listening.

01 01 JB code bct.109.index 06 10.1075/bct.109.index 233 234 2 Miscellaneous 12 01 04 Index Index 01 eng
01 JB code JBENJAMINS John Benjamins Publishing Company 01 01 JB code JB John Benjamins Publishing Company 01 https://benjamins.com 02 https://benjamins.com/catalog/bct.109 Amsterdam NL 00 John Benjamins Publishing Company Marketing Department / Karin Plijnaar, Pieter Lamers onix@benjamins.nl 04 01 00 20200806 C 2020 John Benjamins D 2020 John Benjamins 02 WORLD 13 15 9789027207418 WORLD 09 01 JB 3 John Benjamins e-Platform 03 https://jbe-platform.com 29 https://jbe-platform.com/content/books/9789027260864 21 01 00 Unqualified price 02 90.00 EUR 01 00 Unqualified price 02 76.00 GBP GB 01 00 Unqualified price 02 135.00 USD
813026687 03 01 01 JB code JB John Benjamins Publishing Company 01 JB code BCT 109 Hb 15 9789027207418 06 10.1075/bct.109 13 2020019181 00 BB 08 575 gr 10 01 JB code BCT 02 1874-0081 02 109.00 01 02 Benjamins Current Topics Benjamins Current Topics 01 01 Approaches to Learning, Testing and Researching L2 Vocabulary Approaches to Learning, Testing and Researching L2 Vocabulary 1 B01 01 JB code 511393695 Stuart Webb Webb, Stuart Stuart Webb University of Western Ontario 07 https://benjamins.com/catalog/persons/511393695 01 eng 11 240 03 03 v 03 00 234 03 01 23 418.0071 03 2020 P118.2 04 Second language acquisition. 04 Vocabulary--Study and teaching. 04 Language and languages--Study and teaching. 10 FOR000000 12 CJA 24 JB code LIN.APPL Applied linguistics 24 JB code LIN.LA Language acquisition 24 JB code LIN.EDUC Language teaching 24 JB code LIN.BIL Multilingualism 01 06 02 00 Together, the chapters in this volume highlight innovation in vocabulary studies and many directions for researching, testing, and learning words. Originally published as special issue of ITL – International Journal of Applied Linguistics 169:1 (2018) 03 00 This volume brings together a collection of chapters focused on the learning, testing, and researching of L2 vocabulary by leading international researchers including Paul Nation, Batia Laufer, Frank Boers, Elke Peters, Ana Pellicer-Sánchez, Anna Siyanova-Chanturia, and Stuart Webb. Questions that are examined include: Is it useful to read a book to learn vocabulary? Which types of input encountered outside of the classroom contribute most to vocabulary knowledge? What are the most useful words to learn to understand the academic spoken language in mathematics, biology, and engineering lectures? Does writing words contribute to vocabulary learning? What should a test measuring the skill of guessing from context consist of? Should loan words be included in vocabulary tests? How should we evaluate vocabulary learning that occurs through watching captioned video? How has eye-tracking been used in vocabulary research? Together, the chapters in this volume highlight innovation in vocabulary studies and many directions for researching, testing, and learning words. Originally published as special issue of ITL – International Journal of Applied Linguistics 169:1 (2018) 01 00 03 01 01 D503 https://benjamins.com/covers/475/bct.109.png 01 01 D502 https://benjamins.com/covers/475_jpg/9789027207418.jpg 01 01 D504 https://benjamins.com/covers/475_tif/9789027207418.tif 01 01 D503 https://benjamins.com/covers/1200_front/bct.109.hb.png 01 01 D503 https://benjamins.com/covers/125/bct.109.png 02 00 03 01 01 D503 https://benjamins.com/covers/1200_back/bct.109.hb.png 03 00 03 01 01 D503 https://benjamins.com/covers/3d_web/bct.109.hb.png 01 01 JB code bct.109.itl.00003.int 06 10.1075/bct.109.itl.00003.int 1 4 4 Introduction 1 01 04 Guest editorial Guest editorial 1 A01 01 JB code 986414047 Stuart Webb Webb, Stuart Stuart Webb University of Western Ontario, Canada 07 https://benjamins.com/catalog/persons/986414047 01 eng 01 01 JB code bct.109.itl.00004.pel 06 10.1075/bct.109.itl.00004.pel 5 29 25 Chapter 2 01 04 Eye movements in vocabulary research Eye movements in vocabulary research 1 A01 01 JB code 820414048 Ana Pellicer-Sánchez Pellicer-Sánchez, Ana Ana Pellicer-Sánchez UCL Institute of Education, UK 07 https://benjamins.com/catalog/persons/820414048 2 A01 01 JB code 210414049 Anna Siyanova-Chanturia Siyanova-Chanturia, Anna Anna Siyanova-Chanturia Victoria University of Wellington, New Zealand 07 https://benjamins.com/catalog/persons/210414049 01 eng 30 00

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 chapter 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.

01 01 JB code bct.109.itl.00005.nat 06 10.1075/bct.109.itl.00005.nat 31 44 14 Chapter 3 01 04 Reading a whole book to learn vocabulary Reading a whole book to learn vocabulary 1 A01 01 JB code 114414050 I.S.P. Nation Nation, I.S.P. I.S.P. Nation Victoria University of Wellington 07 https://benjamins.com/catalog/persons/114414050 01 eng 30 00

This chapter examines whether it is a good idea to choose a book that interests you and read it through from the beginning to the end learning all the new words you meet. For the analysis, it is assumed that learners already know the most frequent 3,000 words of English. The criteria used to guide this investigation include the number of unknown words met, the usefulness of the unknown words, the density of the unknown words, and the number of repetitions of the unknown words. Reading a whole book intensively is not a good idea unless the book is a graded reader, a technical text in a relevant subject area, or a set text that would be examined as a part of assessment. Where learners need to do such reading of unsimplified texts, they should be strategic in dealing with unknown vocabulary.

01 01 JB code bct.109.itl.00006.dan 06 10.1075/bct.109.itl.00006.dan 45 72 28 Chapter 4 01 04 A Hard Science Spoken Word List A Hard Science Spoken Word List 1 A01 01 JB code 991414051 Thi Ngoc Yen Dang Dang, Thi Ngoc Yen Thi Ngoc Yen Dang University of Leeds 07 https://benjamins.com/catalog/persons/991414051 01 eng 30 00

A Hard Science Spoken Word List (HSWL) was developed and validated to help second language learners of hard sciences better comprehend academic speech at English-medium universities. It consists of the 1,595 most frequent and wide ranging word families in a 6.5-million running word hard science spoken corpus which represents 12 subjects across two equally-sized sub-corpora. Its coverage in different discourse types indicates that the HSWL truly reflects the language in hard science academic speech. The comparison between the HSWL with Dang, Coxhead, and Webb’s (2017) Academic Spoken Word List shows that the HSWL focuses more on specialized vocabulary in hard science speech. Depending on their vocabulary levels, learners may achieve 93%–96% coverage of hard science academic speech with knowledge of the HSWL words.

01 01 JB code bct.109.itl.00007.web 06 10.1075/bct.109.itl.00007.web 73 94 22 Chapter 5 01 04 Re-examining the effects of word writing on vocabulary learning Re-examining the effects of word writing on vocabulary learning 1 A01 01 JB code 768414052 Stuart Webb Webb, Stuart Stuart Webb University of Western Ontario 07 https://benjamins.com/catalog/persons/768414052 2 A01 01 JB code 976414053 Anna Piasecki Piasecki, Anna Anna Piasecki University of the West of England, Bristol 07 https://benjamins.com/catalog/persons/976414053 01 eng 30 00

This study investigated the effects of word writing on vocabulary learning by comparing three conditions in which there was (a) limited time to write words, (b) unlimited time to write words, and (c) a non-writing word-picture pairs comparison. Non-native speakers studying English as a second language encountered 8 word-picture pairs in each condition and were administered a test measuring form recall and another measuring receptive knowledge of written form. The results indicated that there was little difference between scores on both tests when time on task was the same. However, when the participants had as much time as they needed to write and learn words, they had higher scores on both dependent measures than when learning in the other two conditions. The findings suggest that an ecologically valid approach to word writing may facilitate vocabulary learning.

01 01 JB code bct.109.itl.00008.lau 06 10.1075/bct.109.itl.00008.lau 95 115 21 Chapter 6 01 04 Loanword proportion in vocabulary size tests Loanword proportion in vocabulary size tests 01 04 Does it make a difference? Does it make a difference? 1 A01 01 JB code 50414054 Batia Laufer Laufer, Batia Batia Laufer University of Haifa 07 https://benjamins.com/catalog/persons/50414054 2 A01 01 JB code 276414055 Tami Levitzky-Aviad Levitzky-Aviad, Tami Tami Levitzky-Aviad University of Haifa 07 https://benjamins.com/catalog/persons/276414055 01 eng 30 00

We investigated the effect of English-Hebrew loanwords on English vocabulary test scores when the number of loanwords in the test is random and when it is representative of their proportion in the vocabulary lists from which the test items were taken. 303 EFL learners, speakers of Hebrew as L1, at three L2 proficiency levels, received tests with no loanwords, with a representative number of loanwords and with a random number of loanwords in four modalities: word form recall, word meaning recall, word form recognition, word meaning recognition. Though different effects were found for different modalities and different language proficiencies, the score increases from the representative loanword test version to the random loanword version were low and the effect sizes of the differences were very low. We suggest that the inclusion of loanwords in vocabulary tests may not inflate the true vocabulary knowledge score.

01 01 JB code bct.109.itl.00009.sas 06 10.1075/bct.109.itl.00009.sas 117 142 26 Chapter 7 01 04 The guessing from context test The guessing from context test 1 A01 01 JB code 175414056 Yosuke Sasao Sasao, Yosuke Yosuke Sasao Kyoto University, Japan 07 https://benjamins.com/catalog/persons/175414056 2 A01 01 JB code 629414057 Stuart Webb Webb, Stuart Stuart Webb The University of Western Ontario, Canada 07 https://benjamins.com/catalog/persons/629414057 01 eng 30 00

This study aims to develop two equivalent forms of the Guessing from Context Test (GCT) and provide its preliminary validity evidence. The GCT is a diagnostic test of the guessing skill and measures the following three important steps in guessing: identifying the part of speech of an unknown word, finding its discourse clue, and deriving its meaning. The test was administered to 428 Japanese learners of English. The results indicate that the two forms each with 20 question sets are equivalent in terms of item difficulty distribution and representativeness of the construct being measured. A wide range of validity evidence was provided using Messick’s validation framework, the Rasch model, qualitative investigations into the relationships to actual guessing, and proposals for score interpretation.

01 01 JB code bct.109.itl.00010.pet 06 10.1075/bct.109.itl.00010.pet 143 167 25 Chapter 8 01 04 The effect of out-of-class exposure to English language media on learners' vocabulary knowledge The effect of out-of-class exposure to English language media on learners’ vocabulary knowledge 1 A01 01 JB code 297414058 Elke Peters Peters, Elke Elke Peters KU Leuven 07 https://benjamins.com/catalog/persons/297414058 01 eng 30 00

The aim of this study is to investigate (1) how often Flemish English-as-a-foreign language learners are exposed to English language media outside of the classroom, (2) whether current out-of-class exposure to English language media is related to learners’ vocabulary knowledge, and (3) whether length of instruction (three or six years), gender, and out-of-class exposure to English language media affect Flemish learners’ vocabulary. Data were collected with 79 English-as-a-foreign language learners. They were administered a frequency-based vocabulary test and a questionnaire. The findings of this study show that Flemish English-as-a-foreign language learners are frequently exposed to English language media. The results also indicate a positive relationship between learners’ vocabulary knowledge and exposure to non-subtitled TV programs and movies, the Internet, and written print (books, magazines). Finally, both length of instruction and current out-of-class exposure to English language media had an effect on learners’ vocabulary knowledge, but out-of-class exposure had a larger effect than length of instruction.

01 01 JB code bct.109.itl.00011.jel 06 10.1075/bct.109.itl.00011.jel 169 191 23 Chapter 9 01 04 Examining incidental vocabulary acquisition from captioned video Examining incidental vocabulary acquisition from captioned video 01 04 Does test modality matter? Does test modality matter? 1 A01 01 JB code 337414059 Nurul Aini Mohd Jelani Jelani, Nurul Aini Mohd Nurul Aini Mohd Jelani SMK Rantau Panjang 07 https://benjamins.com/catalog/persons/337414059 2 A01 01 JB code 568414060 Frank Boers Boers, Frank Frank Boers The University of Western Ontario 07 https://benjamins.com/catalog/persons/568414060 01 eng 30 00

Previous comparisons of vocabulary uptake from captioned and uncaptioned audio-visual materials have almost consistently furnished evidence in favour of captioned materials. However, it is possible that many such comparative studies gave an advantage to the captioned input conditions by virtue of their use of written word prompts in the tests. The present study therefore examines whether aurally presented test prompts yield equally compelling evidence for the superiority of captioned over uncaptioned video. Intermediate EFL learners watched a ten-minute TED Talks video either with or without captions and were subsequently given a word recognition and a word meaning test, with half of the test prompts presented in print and the other half presented aurally. While the results of the word recognition test were inconclusive, the word meaning test yielded significantly better scores by the group that watched the captioned video. However, this was due entirely to their superior scores on the printed word prompts, not the aural ones. This suggests that evaluations of the benefits of captions for vocabulary acquisitions should take input-modality – test-modality congruency into account.

01 01 JB code bct.109.itl.00012.rod 06 10.1075/bct.109.itl.00012.rod 191 211 21 Chapter 10 01 04 The images in television programs and the potential for learning unknown words The images in television programs and the potential for learning unknown words 01 04 The relationship between on-screen imagery and vocabulary The relationship between on-screen imagery and vocabulary 1 A01 01 JB code 609414061 Michael P.H. Rodgers Rodgers, Michael P.H. Michael P.H. Rodgers Carleton University 07 https://benjamins.com/catalog/persons/609414061 01 eng 30 00

Previous studies have indicated the potential for incidental vocabulary learning through viewing television. The assumption has been that the imagery in television helps learners acquire vocabulary because when they hear an unfamiliar word, the on-screen images provide semantic support. However, the extent to which imagery in authentic television supports learners in this way is unclear. This study examines 90 target words occurring in single seasons of television, and the degree to which their aural occurrence matched the presentation of a potentially supporting image. Results indicate differences in the way imagery supports potential vocabulary learning in documentary television compared with narrative television, and that this supporting imagery occurred concurrently with the aural form more often in documentary television. Research and pedagogical implications are discussed in detail.

01 01 JB code bct.109.itl.00013.nor 06 10.1075/bct.109.itl.00013.nor 213 232 20 Chapter 11 01 04 Vocabulary knowledge and listening comprehension at an intermediate level in English and French as foreign languages Vocabulary knowledge and listening comprehension at an intermediate level in English and French as foreign languages 01 04 An approximate replication study of Staehr (2009) An approximate replication study of Stæhr (2009) 1 A01 01 JB code 614414062 Ann-Sophie Noreillie Noreillie, Ann-Sophie Ann-Sophie Noreillie KU Leuven/ITEC – Kuleuven – imec 07 https://benjamins.com/catalog/persons/614414062 2 A01 01 JB code 864414063 Britta Kestemont Kestemont, Britta Britta Kestemont KU Leuven 07 https://benjamins.com/catalog/persons/864414063 3 A01 01 JB code 110414064 Kris Heylen Heylen, Kris Kris Heylen KU Leuven 07 https://benjamins.com/catalog/persons/110414064 4 A01 01 JB code 164414065 Piet Desmet Desmet, Piet Piet Desmet ITEC – Kuleuven – imec 07 https://benjamins.com/catalog/persons/164414065 5 A01 01 JB code 453414066 Elke Peters Peters, Elke Elke Peters KU Leuven 07 https://benjamins.com/catalog/persons/453414066 01 eng 30 00

The present study aims to replicate Stæhr’s (2009) study on the relationship between vocabulary knowledge and listening comprehension. To explore the generalizability of Stæhr’s findings, two experiments were conducted. However, the study changed the population (Flemish learners) and proficiency level of the materials in the first experiment (intermediate) and also the language in the second experiment (French). Our results generally confirm Stæhr’s findings. We also found a positive correlation between vocabulary knowledge and listening comprehension. Although our findings reveal that learners probably need fewer words for adequate listening comprehension at an intermediate proficiency level, our study also showed that learners who knew more words had higher listening comprehension scores. Finally, our study seems to suggest that learners might need less lexical coverage for intermediate listening.

01 01 JB code bct.109.index 06 10.1075/bct.109.index 233 234 2 Miscellaneous 12 01 04 Index Index 01 eng
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