Implicit and Explicit Second Language Vocabulary Acquisition : Comprehension and Retention with a Computer-Assisted Hypertext Reading Task.

Hassan Souleyman

ISBN 10: 3639293169 / ISBN 13: 9783639293166

Published by VDM Verlag Dr. Müller, 2010

About this Item

nach der Bestellung gedruckt Neuware - Printed after ordering - This research-based study presents and examines the outcome of learning vocabulary implicitly and explicitly from an electronic text, with the target items hyperlinked to resources intended to enhance comprehension and retention. The subjects in the explicit group were overtly instructed to learn vocabulary items while the implicit group subjects were not. An immediate assessment task revealed that the explicit modality appears to lead to better immediate comprehension and retention as the implicit group subjects comprehended and retained fewer vocabulary items. A delayed assessment task revealed that the subjects in the explicit group forgot more items from the words they retained earlier than did the implicit group subjects. The implicit group subjects did not retain more vocabulary items than their fellows in the explicit group, but also forgot fewer items than their counterparts. It was found that the implicit group subjects secured most of their acquisition longer, ultimately taking the lead over the explicit group subjects. The differences were discussed and implications for teaching vocabulary were presented.

Seller Inventory # 9783639293166

Bibliographic Details

• Title: Implicit and Explicit Second Language Vocabulary Acquisition : Comprehension and Retention with a Computer-Assisted Hypertext Reading Task.
• Publisher: VDM Verlag Dr. Müller
• Publication Date: 2010
• Language: English
• ISBN 10: 3639293169
• ISBN 13: 9783639293166
• Binding: Taschenbuch
• Condition: Neu
• Dimensions: 220W x 150H x 14D millimeters 220 millimeters width by 150 millimeters height by 14 millimeters depth
• Weight: 377 grams

About this title

Synopsis

This research-based study presents and examines the outcome of learning vocabulary implicitly and explicitly from an electronic text, with the target items hyperlinked to resources intended to enhance comprehension and retention. The subjects in the explicit group were overtly instructed to learn vocabulary items while the implicit group subjects were not. An immediate assessment task revealed that the explicit modality appears to lead to better immediate comprehension and retention as the implicit group subjects comprehended and retained fewer vocabulary items. A delayed assessment task revealed that the subjects in the explicit group forgot more items from the words they retained earlier than did the implicit group subjects. The implicit group subjects did not retain more vocabulary items than their fellows in the explicit group, but also forgot fewer items than their counterparts. It was found that the implicit group subjects secured most of their acquisition longer, ultimately taking the lead over the explicit group subjects. The differences were discussed and implications for teaching vocabulary were presented.

About the Author

Hassan Souleyman is Assistant Professor at Bowling Green State University. He teaches Applied Linguistics and College Foreign Language Teaching Methods and coordinates Teaching Assistants. His interests are in vocabulary acquisition, speech acts, culture, collaboration in language learning, and Technology-Enhanced Language Learning.