Article published In:
ITL - International Journal of Applied Linguistics
Vol. 153 (2007) ► pp.124
References
Bialystok, E.
(1983) Inferencing: Testing the “Hypothesis Testing” hypothesis. InH. W. Seliger & M. H. Long (Eds.), Classroom oriented research in second language acquisition (pp.104–123). Rowley, MA: Newbury House.Google Scholar
Breen, M.
(1989) The evaluation cycle for language learning tasks. In R. K. Johnson (Ed.), The second language curriculum (pp.187–206). Cambridge: Cambridge University Press.Google Scholar
Brown, C.
(1993) Factors affecting the acquisition of vocabulary: Frequency and saliency of words. In T. Huckin, M. Haynes & J. Coady (Eds.), Second language reading and vocabulary learning (pp. 263–284). Norwood, NJ: Ablex.Google Scholar
Bruton, A.
(2002a) From tasking purposes to purposing tasks. ELT Journal, 561, 280–288.Google Scholar
(2002b) When and how the language learning in TBI? ELT Journal, 561,296–297.Google Scholar
(2005) Task-based language teaching: For the state secondary FL classroom? Language Learning Journal, 311, 55–68.Google Scholar
Bruton, A. & Broca, A.
(1993) Active Reading. London: Nelson.Google Scholar
(2004) Acquiring and using dictionaries in state secondary schools. English Teaching Professional, 311, 16–17.Google Scholar
Cho, K-S. & Krashen, S. D.
(1994) Acquisition of vocabulary from the Sweet Valley Kids series: Adult ESL acquisition. Journal of Reading, 371, 662–667.Google Scholar
Chun, D. M. & Plass, J. L.
(1996) Effects of multimedia annotations on vocabulary acquisition. The Modern Language Journal, 801, 183–198.Google Scholar
Day, R. R. & Bamford, J.
(1998) Extensive reading in the second language classroom. Cambridge: Cambridge University Press.Google Scholar
Day, R. R., Omura, C. & Hiramatsu, M.
(1991) Incidental EFL vocabulary learning and reading. Reading in a Foreign Language, 71, 540–551.Google Scholar
Davis, R. L.
(1997) Group work is NOT busy work: Maximizing success of group work in the L2 classroom. Foreign Language Annals, 301, 265–279.Google Scholar
De Ridder, I.
(2002) Visible or invisible links: Does the highlighting of hyperlinks affect incidental vocabulary learning, text comprehension, and the reading process? Language Learning Technology, 6/1,123–146.Google Scholar
Dupuy, B. & Krashen, S. D.
(1993) Incidental vocabulary acquisition in French as a foreign language. Applied Language Learning, 4/1&2,55–63.Google Scholar
Duquette, L., Renié, D. & Laurier, M.
(1998) The evaluation of vocabulary acquisition when learning French as a second language in a multimedia environment. Computer Assisted Language Learning, 111, 3–34.Google Scholar
Fischer, U.
(1994) Learning words from context and dictionaries: An experimental study. Applied Linguistics,151, 551–574.Google Scholar
Gass, S.
(1999) Discussion: Incidental vocabulary acquisition. Studies in Second Language Acquisition, 271, 319–333.Google Scholar
Gettys, S., Imhof, L. A. & Kautz, J. O.
(2001) Computer-assisted reading: The effect of glossing format on comprehension and vocabulary retention. Foreign Language Annals, 341, 91–106.Google Scholar
Grace, C. A.
(1998) Retention of word meaning inferred from context and sentence-level translations: Implications for the design of beginning-level CALL software. The Modern Language Journal, 821, 533–544.Google Scholar
Green, C.
(2005) Integrating extensive reading in the task-based curriculum. ELT Journal, 591, 306–311.Google Scholar
Harklau, L.
(2002) The role of writing in classroom second language acquisition. Journal of Second Language Writing, 111, 329–350.Google Scholar
Hermann, F.
(2003) Differential effects of reading and memorization of paired associates on vocabulary acquisition in adult learners of English as a second language. TESL-EJ, 7/1, 1–15.Google Scholar
Honeyfield, J.
(1991) The formation of small groups in the language classroom. RELC Journal, 13/1:11–18.Google Scholar
Horst, M., Cobb, T., & Meara, P.
(1998) Beyond a Clockwork Orange: Acquiring second language vocabulary through reading. Reading in a Foreign Language, 111, 207–223.Google Scholar
Horst, M., Cobb, T., & Nicolae, I.
(2005) Expanding academic vocabulary with an interactive online database. Language Learning & Technology, 9/2,99–110.Google Scholar
Huckin, T. & Coady, J.
(1999) Incidental vocabulary acquisition in a second language. A review. Studies in Second Language Acquisition, 211, 181–193.Google Scholar
Hulstijn, J. H.
(1992) Retention of inferred and given meanings: Experiments in incidental vocabulary learning. In P.J.L. Arnaud & H. Béjoint (Eds.), Vocabulary and applied linguistics (pp. 113–125). London: Macmillan.Google Scholar
(1993) When do foreign-language readers look up the meaning of unfamiliar words? The influence of task and learner variables. The Modern Language Journal, 771, 139–147.Google Scholar
(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: Cambridge University Press.Google Scholar
Hulstijn, J. H., Hollander, M., & Greidanus, T.
(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, 801, 327–339.Google Scholar
Hulstijn, J. H. & Laufer, B.
(2001) Some empirical evidence for the involvement load hypothesis in vocabulary acquisition. Language Learning, 511, 539–558.Google Scholar
Hunt, A. & Beglar, D.
(2005) A framework for developing EFL reading vocabulary. Reading in a Foreign Language, 171, 23–59.Google Scholar
Jacobs, G. M., Dufon, P., & Fong, C. H.
(1994) L1 and L2 vocabulary glosses in L2 reading passages: Their effectiveness for increasing comprehension and vocabulary knowledge. Journal of Research in Reading, 171, 19–28.Google Scholar
Joe, A.
(1998) What effects do text-based tasks promoting generation have on incidental vocabulary acquisition? Applied Linguistics, 191, 357–377.Google Scholar
Joe, A., Nation, P. & Newton, J.
(1996) Vocabulary learning and speaking activities. English Teaching Forum, 34/1, 2–7.Google Scholar
Jones, L.
(2004) Testing L2 vocabulary recognition and recall using pictorial and written test items. Language Learning & Technology, 8/3, 122–143.Google Scholar
Jones, L.C. & Plass, J.L.
(2002) Supporting listening comprehension and vocabulary acquisition in French with multimedia annotations. The Modern Language Journal, 861, 546–561.Google Scholar
Knight, S.
(1994) Dictionary use while reading: The effects on comprehension and vocabulary acquisition for students of different verbal abilities. The Modern Language Journal, 781, 284–299.Google Scholar
Koren, S.
(1999) Vocabulary instruction through Hypertext: Are there advantages over conventional methods of teaching? TESL.-EJ, 4/1,1–13.Google Scholar
Kost, C. R., Foss, P., & Lenzini, J. J.
(1999) Textual and pictorial glosses: Effectiveness on incidental vocabulary growth when reading in a foreign language. Foreign Language Annals, 321, 88–113.Google Scholar
Krashen, S. D.
(1985) The input hypothesis. London: Longman.Google Scholar
Krashen, S.
(1989) We acquire vocabulary and spelling by reading: Additional evidence for the input hypothesis. The Modern Language Journal, 731, 440–464.Google Scholar
(2004) Free voluntary reading: New research, applications, and controversies. Paper presented at the RELC conference, Singapore.Google Scholar
Lao, C. Y. & Krashen, S.
(2000) The impact of popular literature study on literacy development in EFL: More evidence for the power of reading. System, 281, 261–270.Google Scholar
Laufer, B.
(1997) The lexical plight in second language reading: Words you don't know, words you think you know, and words you can't guess. In J. Coady & T. Huckin (Eds.), Second language vocabulary acquisition (pp. 20–34). Cambridge: Cambridge University Press.Google Scholar
(2001) Reading, word-focused activities and incidental vocabulary acquisition in a second language. Prospect, 16/3, 44–54.Google Scholar
(2003) Vocabulary acquisition in a second language: Do learners really acquire most vocabulary by reading? Some empirical evidence. The Canadian Modern Language Review, 591, 567–587.Google Scholar
Laufer, B. & Hill, M.
(2000) What lexical information do L2 learners select in a CALL dictionary and how does it affect word retention? Language Learning & Technology, 3/2, 58–76.Google Scholar
Long, M. H. & Crookes, G.
(1992) Three approaches to task-based syllabus design. TESOL Quarterly, 261, 27–56.Google Scholar
Long, M. H. & Robinson, P.
(1998) Focus on form: Theory, research, and practice. In C. Doughty & J. Williams (Eds.), Focus on form in classroom second language acquisition (pp. 17–41). Cambridge: Cambridge University Press.Google Scholar
Lotto, L. & de Groot, A. M. B.
(1998) Effects of learning method and word type on acquiring vocabulary in an unfamiliar language. Language Learning, 481, 31–69.Google Scholar
Luppescu, S. & Day, R. R.
(1993) Reading, dictionaries, and vocabulary learning. Language Learning, 431, 263–287.Google Scholar
Mason, B. & Krashen, S.
(1997) Extensive reading in English as a foreign language. System, 251, 91–102.Google Scholar
Meara, P.
(1995) The importance of an early emphasis on L2 vocabulary. The Language Teacher, 19/2, 1–3.Google Scholar
Mondria. J-A
(2003) The effects of inferring, verifying, and memorizing on the retention of L2 word meanings. Studies in Second Language Acquisition, 251, 473–499.Google Scholar
Nagata, N.
(1999) The effectiveness of computer-assisted interactive glosses. Foreign Language Annals, 321, 469–479.Google Scholar
Nation, R & Wang Ming-tzu, K.
(1999) Graded readers and vocabulary. Reading in a Foreign Language, 121, 355–379.Google Scholar
Newton, J.
(1995) Task-based interaction and incidental vocabulary learning: A case study. Second Language Research, 111, 159–177.Google Scholar
Paribakht, T. S. & Wesche, M.
(1997) Vocabulary enhancement activities and reading for meaning in second language vocabulary acquisition. In J. Coady & T. Huckin (Eds.), Second language vocabulary acquisition (pp. 174–200). Cambridge: Cambridge University Press.Google Scholar
Pigada, M. & Schmitt, N.
(2006) Vocabulary acquisition from extensive reading: A case study. Reading in a Foreign Language, 181, 1–28.Google Scholar
Pitts, M., White, H., & Krashen, S.
(1989) Acquiring second language vocabulary through reading: A replication of the Clockwork Orange study using second language acquirers. Reading in a Foreign Language, 51, 271–275.Google Scholar
Plass, J. L., Chun, D. M., Mayer, R. E. & Leutner, D.
(1998) Supporting visual and verbal learning preferences in a second-language multimedia learning environment. Journal of Educational Psychology, 901, 25–36.Google Scholar
Rodrigo, V., Krashen, S., & Gribbons, B.
(2004) The effectiveness of two comprehensible-input approaches to foreign language instruction at the intermediate level. System, 321, 53–60.Google Scholar
Rott, S.
(1999) The effect of exposure frequency on intermediate language learners' incidental vocabulary acquisition and retention through reading. Studies in Second Language Acquisition, 271, 589–619.Google Scholar
Rott, S. & Williams, J.
(2003) Making form-meaning connections while reading: A qualitative analysis of word processing. Reading in a Foreign Language, 151, 45–75.Google Scholar
Rott, S., Williams, J., & Cameron, R.
(2002) The effect of multiple-choice L1 glosses and input-output cycles on lexical acquisition and retention. Language Teaching Research, 61, 183–222.Google Scholar
Samuda, V.
(2001) Guiding relationships between form and meaning during task performance: The role of the teacher. In M. Bygate, P. Skehan & M. Swain (Eds.), Researching pedagogic tasks (pp. 119–140). London: Longman.Google Scholar
Saragi, T., Nation, P., & Meister, G.
(1978) Vocabulary learning and reading System, 61, 72–78.Google Scholar
Schmitt, N.
(1997) Vocabulary learning strategies. In N. Schmitt & M. McCarthy (Eds.), Vocabulary: Description, acquisition and pedagogy (pp. 199–226). Cambridge: Cambridge University Press.Google Scholar
Seedhouse, P.
(2005) Task' as research construct. Language Learning, 551, 533–570.Google Scholar
Sharwood Smith, M.
(1993) Input enhancement in instructed SLA: Theoretical bases. Studies in Second Language Acquisition, 151, 165–179.Google Scholar
Sheen, R.
(1992) Problem solving brought to task. RELC Journal, 23/2,44–59.Google Scholar
Skehan, P.
(1996) A framework for the implementation of task-based instruction. Applied Linguistics, 171, 38–62.Google Scholar
Swales, J.
(1990) Genre analysis. Cambridge: Cambridge University Press.Google Scholar
Swan, M.
(2005) Legislation by hypothesis: The case of task-based instruction. Applied Linguistics, 261, 376–401.Google Scholar
Swanborn, M.S.L. & de Glopper, K.
(2002) Impact of reading purpose on incidental word learning from context. Language Learning, 521, 95–117.Google Scholar
VanPatten, B.
(2002) Processing Instruction: An update. Language Learning, 521, 755–803.Google Scholar
Waring, R. & Takaki, M.
(2003) At what rate do learners learn and retain new vocabulary from reading a graded reader? Reading in a Foreign Language, 151, 130–163.Google Scholar
Watanabe, Y.
(1997) Input, intake, and retention. Studiesin Second Language Acquisition, 191, 287–307.Google Scholar
Webb, S.
(2005) Receptive and productive vocabulary learning. The effects of reading and writing on word knowledge. Studies in Second Language Acquisition, 271, 33–52.Google Scholar
Wesche, M. & Paribakht, T. S.
(1999) Introduction. Studies in Second Language Acquisition, 211, 175–180.Google Scholar
Willis, J.
(1996) Aframeworkfortask-basedlearning. London: Longman.Google Scholar
Zahar, R., Cobb, T., & Spada, N.
(2001) Acquiring vocabulary through reading: Effects of frequency and contextual richness. The Canadian Modern Language Review, 571, 541–572.Google Scholar
Zaki, H. & Ellis, R.
(1999) Learning vocabulary through interacting with a written text. In R. Ellis (Ed.), Learning a language through interaction (pp. 151–169). Amsterdam: John Benjamins.Google Scholar
Zimmerman, C. B.
(1997) Do reading and interactive vocabulary instruction make a difference? An empirical study. TESOL Quarterly, 311, 121–140.Google Scholar