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Factors predicting low-intermediate French learners' vocabulary use in speaking tasks KU Leuven
The present study aims to explore both native and non-native French speakers’ spoken output in two dialogic speaking tasks. More specifically, the aim of this study was threefold. First, the researchers focused on the relationship between L2 learners’ receptive and productive vocabulary knowledge and their vocabulary use in two dialogic speaking tasks. Second, the study set out to compare L2 speakers’ vocabulary use (i.e., number of words ...
Learning vocabulary from reading-only, reading-while-listening, and reading with textual input enhancement: Insights from Vietnamese EFL learners KU Leuven
This paper reports the results of two experiments which compared the effects of reading-only, reading-while-listening, and reading with textual input enhancement (i.e. underlining) on Vietnamese English as a foreign language (EFL) learners’ learning of three aspects of vocabulary knowledge: form recognition, form recall, and meaning recall. Sixty Vietnamese EFL learners (32 beginner and 28 intermediate learners) were assigned to one of three ...
The relationship between vocabulary and viewing comprehension KU Leuven
The present study explores the relationship between lexical coverage and viewing comprehension. The study also addresses the role of imagery in viewing comprehension by distinguishing between audio-based, audio plus imagery-based, and imagery-based comprehension questions. Learners' lexical coverage was determined by measuring participants’ knowledge of the words occurring in the documentary in an aural-meaning recall test, whereas viewing ...
The effect of out-of-class exposure to English language media on learners’ vocabulary knowledge KU Leuven
Learning formulaic sequences through viewing L2 television and factors that affect learning KU Leuven
The present study explores the incidental learning of formulaic sequences (FS) from audio-visual input and factors affecting the learning of FS. A pretest-posttest, within-participant design was adopted. English-as-a-foreign-language learners (L1 = Dutch; n = 42) watched a one-hour English language documentary without subtitles. Learning gains were measured at the level of form recall and meaning recall. Significant learning gains were found in ...