Lexical Input Processing and Vocabulary Learning
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
© John Benjamins
Table of Contents
Chapter 1. Introduction
Chapter 2. Multiple Levels of Input Processing and Language Learning
Chapter 3. Three Key Components of Learning a Word: Form, Meaning, Mapping
Chapter 4. Contexts of Lexical Input Processing: L1/L2 and Incidental/Intentional
Chapter 5. Specificity in Type of Processing and Learning: The TOPRA Model
Chapter 6. Effects of Tasks Involving Semantic and Structural Elaboration
Chapter 7. Effects of Output with and without Access to Meaning
Chapter 8. Effects of Opportunities for Target Word Retrieval
Chapter 9. Privileging and Patterns in Partial Word Form Learning
Chapter 10. Effects of Increased and Spaced Exposure
Chapter 11. Effects of Semantic versus Thematic Sets
Chapter 12. Effects of Input Enhancement
Chapter 13. Effects of Acoustically Varied Input
Conclusions and future research
Chapter 14. Summary of Theoretical and Instructional Implications
Chapter 15. Directions for Future Research
“ 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.”
Is’haaq Akbarian, University of Qom, Iran, in Applied Linguistics 2016
Cited by 24 other publications
No author info given
Barclay, Samuel & Norbert Schmitt
Barclay, Samuel & Norbert Schmitt
Boers, Frank, Tu Cam Thi Dang & Brian Strong
Boers, Frank, Paul Warren, Gina Grimshaw & Anna Siyanova-Chanturia
González Ortega, Bianca & Iban Mañas Navarrete
Jelani, Nurul Aini Mohd & Frank Boers
Jelani, Nurul Aini Mohd & Frank Boers
Lindstromberg, Seth & June Eyckmans
Lindstromberg, Seth & June Eyckmans
Méndez Santos, María del Carmen
Nakata, Tatsuya & Irina Elgort
Reynolds, Barry Lee, Wei-Hua Wu & Ying-Chun Shih
Snoder, Per & Barry Lee Reynolds
WEBB, STUART, AKIFUMI YANAGISAWA & TAKUMI UCHIHARA
Yanagisawa, Akifumi & Stuart Webb
Zamuner, Tania S., Stephanie Strahm, Elizabeth Morin-Lessard & Michael P.A. Page
This list is based on CrossRef data as of 29 january 2021. 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.
Abbs, B., Gupta, P., & Khetarpal, N.
Aitchison, J. & Straf, M.
Assmann, P.F., Nearey, T.M., & Hogan, J.
Atkinson, R.C., & Raugh, M.R.
Baese-Berk, M.M., & Samuel, A.G.
in press). Listeners beware: Speech production may be bad for learning speech sounds. Journal of Memory and Language.
Bahrick, H.P., Bahrick, L.E., Bahrick, A.S., & Bahrick, P.E.
(1998b, April). The Effects of Three Processing Conditions on L2 Vocabulary Learning. Applied Linguistics Colloquium, Department of Spanish, Italian and Portuguese, University of Illinois at Urbana-Champaign.
(2000a) The effects of sentence writing as semantic elaboration on the allocation of processing resources and second language lexical acquisition. Unpublished Doctoral Dissertation, University of Illinois at Urbana-Champaign, Urbana, IL.
(2000b) The nature of partial word form learning. Presentation on November 18, 2000 at Fourth Hispanic Linguistics Symposium, Bloomington, IN.
(2002b) Strategies and performance on an immediate lexical learning task. Poster presented at the Second Language Research Forum, Toronto, Canada, October.
(2013) Four input retrieval patterns and incidentally oriented vocabulary learning during reading. Presentation on December 20, 2013 at VocabVic Conference at Victoria University of Wellington, New Zealand.
Barcroft, J., & Rott, S.
Barcroft, J., & Sommers, M.S.
Barcroft, J., & Sommers. M.
Barcroft, J., & Sommers, M.
Barcroft, J., Sommers, M., & Sunderman, G.
(2011) Some costs of fooling Mother Nature: A priming study on the keyword method and the quality of developing L2 lexical representation. In P. Trofimovic & K. McDonough (Eds.), Applying priming research to L2 learning and teaching: Insights from psycholinguistics (pp. 49–72). Amsterdam: John Benjamins.
Basi, R.K., Thomas, M.H., & Wang, A.Y.
Begg, I., & Snider, A.
Bloom, K.C., & Shuell, T.J.
Bradlow, A.R., Pisoni, D.B, Akahane-Yamada, R., & Tohkura, Y.
Brown, R., & McNeill, D.
Brown, T., & Perry, F. Jr
(2010) Effects of synonym generation on incidental and intentionalL2 vocabulary learning during reading: A replication of Barcroft (2009). Academia.edu: http://www.academia.edu/669738/The_Effects_of_Synonym_Generation_on_L2_Vocabulary_Recall
(2013) Partial word knowledge: Insights from an analysis of word learnability. Poster presentation at the VocabVic Conference in Wellington, New Zealand, December.
Chun, D., & Plass, J.L.
Coomber, J.E., Ramstad, D.A., & Sheets, D.R.
Craik, F.I.M., & Lockhart, R.S.
Craik, F.I.M., & Tulving, E.
Crutcher, R.J., & Healy, A.F.
DeKeyser R., Salaberry, R., Robinson, P., & Harrington, M.
Doughty, C., & Williams, J.
(1885) Über das Gedächtnis. Untersuchungen zur experimentellen Psychologie [Memory: A Contribution to Experimental Psychology] (in German). Trans. Henry A. Ruger & Clara E. Bussenius. Leipzig, Germany: Duncker & Humblot. See also English version online: http://psychclassics.yorku.ca/Ebbinghaus/index.htm
Ellis, N., & Beaton, A.
Erten, I.H., & Tekin, M.
Finkbeiner, M., & Nicol, J.
Fitzpatrick, T., Barfield, A.
Folse, K., & Chien, Y.
Gardiner, J.M., Craik, F.I., & Bleasdale, F.A.
Gardiner, J.M., & Rowley, J.M.
Gholami, J., & Khezrlou, S.
Goudarzi, Z., & Moini, M.R.
Harrington, M. & Jiang, W.
Hatch, E., & Brown, C.
(1998, March). Word form, attention and vocabulary development through reading. Paper presented at the American Association for Applied Linguistics conference. Seattle, WA.
Hintzman, D.L., & Block, R.A.
(2000), Semantic clustering versus thematic clustering of English vocabulary words for second language instruction: Which method is more effective? http://files.eric.ed.gov/fulltext/ED445550.pdf (23 October, 2014).
Hirshman, E., & Bjork, R.R.
Hogan, R.M., & Kintsch, W.
Hulstijn, J.H., Hollander, M., & Greidanus, T.
Hulstijn, J.H., & Laufer, B.
Hyde, T.S., & Jenkins, J.J.
Johns, E.E., & Swanson, L.G.
Johnson-Laird, P.N., Gibbs, G., & de Mowbray, J.
Johnson, D.D., & Pearson, P.D.
(2010a) The role of processing-resource allocation in incidental L2 vocabulary learning through reading. Annual Review of English Language Education in Japan, 21, 171–180. http://ci.nii.ac.jp/naid/110008512407
(2010) The role of quality and quantity of vocabulary processing in incidental L2 vocabulary acquisition through reading. Paper presented on March 7, 2010 at the Annual Conference of the American Association of Applied Linguistics in Atlanta, GA.
Kida, S., & Barcroft, J.
(2014) Effects of increased semantic and structural processing on mapping meanings onto homographs in L2. Presentation on August 12, 2014 at International Association of Applied Linguistics World Congress at Brisbane, Australia.
Kroll, J.F., Michael, E., Tokowicz, N., & Dufour, R.
Kroll, J.F., & Sunderman, G.
Landauer, T.K., & Bjork, R.A.
Laufer, B., & Hulstijn, J.H.
Leach, L., & Samuel, A.G.
Lively, S.E., Logan, J.S., & Pisoni, D.B.
Lively, S.E., Pisoni, D.B., Yamada, R.A., & Tohkura, et al.
Logan, J.S., Lively, S.E., & Pisoni, D.B.
(2010) Declarative (Explicit) & Procedural (Implicit) Memory. Online: http://www.human-memory.net/types_declarative.html
McDaniel, M.A., Waddill, P.J., & Einstein, G.O.
McElroy, L.A., & Slamecka, N.J.
McNamara, D.S., & Healy, A.F.
Meyer, A., & Bock, K.
Michnick Golinkoff, R., & Hirsh-Pasek, K.
Miozzo, M., Costa, A., Hernandez, M., & Rapp, B.
Morris, C.D., Bransford, J.D., & Franks, J.J.
Mullennix, J.W., Pisoni, D.B., & Martin, C.S.
Nagy, W., Anderson, R., & Herman, P.
Nagy, W., Herman, P., & Anderson, R.
Nairne, J.S., & Widner, R.L. Jr
Nation, I.S.P., & Waring
O’Neill, W., Roy, L., & Tremblay, R.
Paribakht, T.S., & Wesche, M.
Payne, D.G., Neely, J.H., & Burns, D.J.
Poeppel, D., & Embick, D.
Potter, M., So, K., Von Eckardt, B., & Feldman, L.
(2009) The critical role of retrieval in enhancing long-term memory: From the laboratory to the classroom. Keynote Address on November 19, 2009 at the 50th Annual Meeting of the Psychonomic Society, Boston, MA. http://www.psychonomic.org/meetingvids.html
Roediger, H.L., & Guynn, M.J.
Rott, S., Williams, J., & Cameron, R.
Ryalls, B.O., & Pisoni, D.B.
Sagarra, N., & Alba, M.
San Mateo Valdehíta, A.
Schmidt, S.R., & Cherry, K.
Siegel, M., & Misselt, A.
Slamecka, N.J., & Fevreiski, J.
Slamecka, N.J., & Graf, P.
Slamecka, N.J., & Katsaiti, L.T.
Smith, R.W., & Healy, A.F.
Sommers, M.S., & Barcroft, J.
Sommers, M., & Barcroft, J.
Sommers, M.S., Barcroft, J., & Mulqueeny, K.
Sommers, M.S., Nygaard, L.C., & Pisoni, D.B.
Stahl, S., & Fairbanks, M.
Tagashira, K., Kida, S., & Hoshino, Y.
Thomas, M., & Dieter
Tresselt, M.E., & Mayzner, M.S.
van Hell, J.G., & Mahn, A.C.
Wang, A. & Thomas, M.
Webb, S., & Boers, F.
(2013) Do textual enhancement techniques increase incidental learning of collocation? Presentation on December 19, 2013 at VocabVic Conference at Victoria University of Wellington, New Zealand.
Wesche, M., & Paribakht, T.S.
Wheeler, M.A., & Roediger, H.L.
Wong, W. & Barcroft, J.
(2012) Repetez s’il vous plait, or not?: Choral repetition and L2 vocabulary learning. Presentation at on July 12, 2012 at 11th International Conference of the Association for Language Awareness at Concordia University, Montreal.