Although frequency of occurrence has been found to be an important factor affecting vocabulary learning through reading a single text, it is not clear how frequency and distribution of occurrence affect vocabulary learning through reading multiple texts.
- To what extent is vocabulary learned through reading while listening to 10 graded readers?
- What is the relationship between frequency of occurrence in the graded readers and vocabulary learning?
- What is the relationship between distribution of occurrence in the graded readers and vocabulary learning?
Webb and Chang (2014) employed a quantitative approach in which a single test was used to measure vocabulary learning, while a bilingual matching test was used to measure knowledge of the target words on a pretest, posttest, and delayed posttest. It consisted of 82 15- and 16-year-old secondary school students (year 10) learning English as a foreign language in two classes in Taiwan, which participated in the study.
As a result, the study illustrated that L2 learners might acquire sizable word knowledge from the regular reading and listening of graded readers. The percentage of vocabulary learning through extensive reading appears to be much higher than that of reading a single text. Nonetheless, vocabulary gains did not correlate importantly with frequency and distribution of occurrence.
By: Mr. Mohammathnasiet Sales
Webb, S. & Chang, A. (2014). Second language vocabulary learning through extensive
reading with audio support: how do frequency and distribution of occurrence
affect learning?. Language Teaching Research, 19(6), 667-686.
Retrieved from https://doi.org/10.1177%2F1362168814559800