Lexical Input Processing and Vocabulary Learning

| Washington University in St. Louis
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ISBN 9789027213280 | EUR 95.00 | USD 143.00
 
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ISBN 9789027213297 | EUR 33.00 | USD 49.95
 
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This book focuses on theory, research, and practice related to lexical input processing (lex-IP), an exciting field exploring how learners allocate their limited processing resources when exposed to words and lexical phrases in the input. Unit 1 specifies parameters of lex-IP research among other levels of input processing as well as key components (form, meaning, mapping) and contexts (incidental/intentional) of vocabulary learning. Unit 2 highlights theoretical advances, such as the type of processing – resource allocation (TOPRA) model, consistent with research on tasks (sentence writing, word copying, word retrieval) that learners may perform during vocabulary learning. Unit 3 highlights patterns in partial word form learning and input-based effects, including the value of increased exposure, drawbacks of presenting vocabulary in semantic sets, and advantages of input enhancement, particularly with regard to increasing talker, speaking-style, and speaking-rate variability in spoken input. The book unifies a range of research pertinent to lex-IP, summarizes theoretical and instructional implications, and proposes intriguing new directions for future research.
[Language Learning & Language Teaching, 43] 2015.  xi, 194 pp.
Publishing status: Available
Table of Contents
Lexical Input Processing and Vocabulary Learning is informative and benefits from a readable style of writing, clear organization and classification of content as a whole and in each chapter, smooth and easy reading, and clear presentation of ideas to the SLA researchers, students, and instructors interested in lex-IP for whom it is intended.”
Cited by (42)

Cited by 42 other publications

Barclay, Samuel
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2022. Prototypical words for core categories in French and English: Vocabulary as a window to culture. Foreign Language Annals 55:4  pp. 1063 ff. DOI logo
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2022. Mobile-assisted vocabulary learning: Investigating receptive and productive vocabulary knowledge of Chinese EFL learners. ReCALL 34:1  pp. 66 ff. DOI logo
Lindstromberg, Seth
2022. P-CURVING AS A SAFEGUARD AGAINST P-HACKING IN SLA RESEARCH. Studies in Second Language Acquisition 44:4  pp. 1155 ff. DOI logo
Pérez-Serrano, Mercedes, Marta Nogueroles-López & Jon Andoni Duñabeitia
2022. Effects of semantic clustering and repetition on incidental vocabulary learning. Frontiers in Psychology 13 DOI logo
Uchihara, Takumi, Stuart Webb, Kazuya Saito & Pavel Trofimovich
2022. THE EFFECTS OF TALKER VARIABILITY AND FREQUENCY OF EXPOSURE ON THE ACQUISITION OF SPOKEN WORD KNOWLEDGE. Studies in Second Language Acquisition 44:2  pp. 357 ff. DOI logo
Wu, Shu-Ling, Yee Pin Tio & Lourdes Ortega
2022. ELICITED IMITATION AS A MEASURE OF L2 PROFICIENCY. Studies in Second Language Acquisition 44:1  pp. 271 ff. DOI logo
Barcroft, Joe
2021. Chapter 7. Multilevel input processing. In Research on Second Language Processing and Processing Instruction [Studies in Bilingualism, 62],  pp. 202 ff. DOI logo
Barcroft, Joe, Heather Grantham, Elizabeth Mauzé, Brent Spehar, Mitchell S. Sommers, Colleen Spehar & Nancy Tye-Murray
2021. Vocabulary Acquisition as a By-Product of Meaning-Oriented Auditory Training for Children Who Are Deaf or Hard of Hearing. Language, Speech, and Hearing Services in Schools 52:4  pp. 1049 ff. DOI logo
Calvo-Ferrer, José Ramón & Jose Belda-Medina
2021. The Effect of Multiplayer Video Games on Incidental and Intentional L2 Vocabulary Learning: The Case of Among Us. Multimodal Technologies and Interaction 5:12  pp. 80 ff. DOI logo
Kanazawa, Yu
2021. Do not (Just) Think, But (Also) Feel!: Empirical Corroboration of Emotion-Involved Processing Hypothesis on Foreign Language Lexical Retention. SAGE Open 11:3  pp. 215824402110321 ff. DOI logo
Liu, Jiang & Seth Wiener
2021. CFL learners’ Mandarin syllable-tone word production: effects of task and prior phonological and lexical learning. Chinese as a Second Language Research 10:1  pp. 31 ff. DOI logo
Nakata, Tatsuya & Irina Elgort
2021. Effects of spacing on contextual vocabulary learning: Spacing facilitates the acquisition of explicit, but not tacit, vocabulary knowledge. Second Language Research 37:2  pp. 233 ff. DOI logo
Yanagisawa, Akifumi & Stuart Webb
2021. To What Extent Does the Involvement Load Hypothesis Predict Incidental L2 Vocabulary Learning? A Meta‐Analysis. Language Learning 71:2  pp. 487 ff. DOI logo
González Ortega, Bianca & Iban Mañas Navarrete
2020. Efectos de los subtítulos intralingüísticos y los subtítulos bilingües aumentados sobre el aprendizaje incidental de vocabulario en español como lengua extranjera. RILEX. Revista sobre investigaciones léxicas 3:2  pp. 125 ff. DOI logo
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2020. Vocabulary. In The Foundations of Teaching English as a Foreign Language,  pp. 180 ff. DOI logo
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2020. The effect of frequency on learners’ ability to recall the forms of deliberately learned L2 multiword expressions. ITL - International Journal of Applied Linguistics 171:1  pp. 2 ff. DOI logo
Lindstromberg, Seth & June Eyckmans
2021. THE RETRIEVABILITY OF L2 ENGLISH MULTIWORD ITEMS IN A CONTEXT OF STRONGLY FORM-FOCUSED EXPOSURE. Studies in Second Language Acquisition 43:5  pp. 1040 ff. DOI logo
Reynolds, Barry Lee, Wei-Hua Wu & Ying-Chun Shih
2020. Which Elements Matter? Constructing Word Cards for English Vocabulary Growth. SAGE Open 10:2  pp. 215824402091951 ff. DOI logo
Schmitt, Norbert & Diane Schmitt
2020. Vocabulary in Language Teaching, DOI logo
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2020. ‘Incidental + Intentional’ vs ‘Intentional + Incidental’ Vocabulary Learning: Which is More Effective?. Complutense Journal of English Studies 28  pp. 93 ff. DOI logo
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2020. How Effective Are Intentional Vocabulary‐Learning Activities? A Meta‐Analysis. The Modern Language Journal 104:4  pp. 715 ff. DOI logo
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Barclay, Samuel & Norbert Schmitt
2019. Current Perspectives on Vocabulary Teaching and Learning. In Second Handbook of English Language Teaching [Springer International Handbooks of Education, ],  pp. 1 ff. DOI logo
Méndez Santos, María del Carmen
2019. Reseña: Rodrigo, Victoria (2019). La comprensión lectora en la enseñanza del español LE/L2: de la teoría a la práctica. Londres/Nueva York: Routledge.. EuroAmerican Journal of Applied Linguistics and Languages 6:1  pp. 78 ff. DOI logo
Nakata, Tatsuya & Yuichi Suzuki
2019. EFFECTS OF MASSING AND SPACING ON THE LEARNING OF SEMANTICALLY RELATED AND UNRELATED WORDS. Studies in Second Language Acquisition 41:2  pp. 287 ff. DOI logo
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2019. How dictogloss can facilitate collocation learning in ELT. ELT Journal 73:1  pp. 41 ff. DOI logo
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2018. When Arabic Speakers Read English Words. SSRN Electronic Journal DOI logo
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2018. Examining incidental vocabulary acquisition from captioned video. ITL - International Journal of Applied Linguistics 169:1  pp. 169 ff. DOI logo
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2018. Reverse production effect: children recognize novel words better when they are heard rather than produced. Developmental Science 21:4 DOI logo
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2017. On the benefits of multimodal annotations for vocabulary uptake from reading. Computer Assisted Language Learning 30:7  pp. 709 ff. DOI logo
Nakata, Tatsuya
2017. DOES REPEATED PRACTICE MAKE PERFECT? THE EFFECTS OF WITHIN-SESSION REPEATED RETRIEVAL ON SECOND LANGUAGE VOCABULARY LEARNING. Studies in Second Language Acquisition 39:4  pp. 653 ff. DOI logo
Ortega, Gerardo
2017. Iconicity and Sign Lexical Acquisition: A Review. Frontiers in Psychology 8 DOI logo

This list is based on CrossRef data as of 25 july 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.

Subjects

Main BIC Subject

CJA: Language teaching theory & methods

Main BISAC Subject

FOR000000: FOREIGN LANGUAGE STUDY / General
ONIX Metadata
ONIX 2.1
ONIX 3.0
U.S. Library of Congress Control Number:  2015025310 | Marc record