Titel Deelnemers "The relationship between extramural English and learners’ listening comprehension, reading comprehension, motivation, and anxiety" "Elien Prophète, Elke Peters" "The relationship between extramural English and learners' listening comprehension, reading comprehension, motivation, and anxiety" "Elke Peters" "Repetition and incidental learning of multiword units: A conceptual multisite replication study of Webb, Newton, and Chang (2013)" "Elke Peters, Eva Puimège" "Repetition and incidental learning of multiword units: A conceptual multisite replication study of Webb, Newton, and Chang (2013)" "Elke Peters" "The Preface" "Elke Peters" "A longitudinal study on the effect of mode of reading on incidental collocation learning and predictors of learning gains" "Vu Van Duy, Elke Peters" "This paper reports on a longitudinal study on the impact of reading mode on incidental collocation learning and predictors of learning gains. The experiment lasted 11 weeks and involved 118 Vietnamese EFL learners who were assigned to an experimental group and a no treatment control group. The experimental group encountered 32 target collocations in three graded readers in three reading modes: reading-while-listening, reading with textual input enhancement (i.e., underlining), and reading-while-listening plus textual input enhancement in a counterbalanced fashion. Incidental learning was assessed at the level of form recall. The findings indicated a significant effect of reading mode on the learning of collocations. Significantly more collocations were learned in reading-while-listening plus textual input enhancement and reading with textual input enhancement modes than in reading-while-listening mode. Reading-while-listening plus textual input enhancement, however, did not differ significantly from reading with textual input enhancement. The results also revealed that learners’ prior vocabulary knowledge and collocational congruency significantly affected learning." "Incidental collocation learning from reading-while-listening and captioned TV viewing and predictors of learning gains" "Vu Van Duy, Ann-Sophie Noreillie, Elke Peters" "Although a number of previous studies have shown that TV viewing can lead to incidental vocabulary learning, most of them focused on single words. Little research has examined the effect of captioned TV viewing on incidental collocation learning compared with other modes of input. In addition, research on the factors that affect incidental collocation from different input modes is still relatively scarce and has produced inconclusive findings. To this end, the present study investigates the effects of reading-while-listening and captioned TV viewing on incidental collocation learning and predictors of learning gains. Eighty Vietnamese EFL learners were divided into an experimental group and a control group. The experimental group encountered 24 target collocations in two stories in two modes of input (reading-while-listening and viewing videos with L2 captions) in a counterbalanced fashion over four weeks. Learning was assessed at the level of form recall. The findings indicated that both modes resulted in equally significant gains of collocational knowledge. In addition, learners’ prior vocabulary knowledge and collocational congruency were significant predictors of learning gains. Learners with larger vocabulary knowledge picked up significantly more collocations in reading-while-listening but fewer collocations in captioned TV viewing than learners with smaller vocabulary knowledge." "An empirical investigation into the acquisition and processing of L2 formulaic sequences in meaningful input" "Eva Puimège" "To achieve high levels of proficiency and fluency in a second language (L2), learners need to acquire a large number of formulaic sequences, or frequently recurring words, phrases and word combinations assumed to be familiar and conventional to native speakers (Siyanova-Chanturia and Pellicer-Sánchez, 2019). In second language acquisition (SLA) research, the term formulaic sequence is commonly used to cover a wide range of multiword expressions such as lexical bundles (e.g., you know what), collocations (e.g., abject poverty), binomials (e.g., fish and chips), and idiomatic phrases (e.g., kick the bucket). Many of these can be acquired incidentally, that is, as a by-product of meaning-focused activities such as reading or TV viewing (e.g., Hulstijn, 2003). However, incidental learning is a slow, incremental process that requires vast amounts of L2 input (Webb, 2020), because of the limited depth of processing or attention typically associated with such activities (e.g., Laufer and Hulstijn, 2001). The role of attention is highly relevant for the incidental acquisition of multiword expressions, which are often discontinuous, semantically transparent, and therefore potentially less salient to learners than unknown single words (e.g., Boers et al., 2016). A few studies have examined how attention affects learning of multiword expressions from exposure to meaningful input (e.g., Choi, 2017), or have sought ways of promoting learners' attention to multiword units through input enhancement (e.g., Szudarski & Carter, 2016; Majuddin et al., 2021; Toomer & Elgort, 2019). The current project contributes to this line of research by empirically investigating incidental learning of multiword expressions through TV viewing and reading. The main aims of the research are to investigate whether and to what extent learners can pick up multiword expressions from these types of input, and to closely examine the role of attention in the learning process. The following research questions guided the four studies: 1. Can learners acquire knowledge single words and multiword expressions by watching a single episode of L2 television? 2. For which types of multiword expressions can learners acquire knowledge by watching L2 television? 3. What is the effect of typographic enhancement on learners' attention to, and learning of, multiword expressions when they watch captioned television? 4. Does typographic enhancement have a durable effect on learners' attention to, and learning of multiword expressions when these are read repeatedly in meaningful contexts? Four empirical studies were conducted in which advanced L2 learners of English took part in incidental learning interventions. The first study explored incidental learning of multiword expressions and single words through watching a single video. The study used a pre- and posttest to measure learning gains for words and phrases encountered in the video, and compared learning gains for multiword expressions and single words through multiple regression (generalized estimating equations). The results showed that learners can acquire knowledge of both single words and multiword expressions from a single encounter in L2 television. The second study used a similar design, but focused on the effect of learners' prior vocabulary knowledge and item variables in incidental learning of multiword expressions from L2 television. The findings indicate that learners' prior vocabulary knowledge and item variables such as association strength affect learning gains. The third study investigated the effects of typographic enhancement in captioned L2 video. Multiword expressions were highlighted in the captions of a video, and participants' eye movements and learning gains (pretest-posttest) in the enhanced and unenhanced condition were compared through mixed models. The results suggest that item difficulty and amount of visual attention were more important in predicting learning gains than typographic enhancement. The final study used a mixed design to investigate the durability or transferability of the typographic enhancement effect in written input. Participants took part in two reading sessions containing repeated exposures to L2 collocations. Typographic enhancement was only applied in the first reading session. By tracking participants' eye movements in both reading sessions, we measured the effect of enhancement on learners' visual processing of collocations both in the initial, enhanced context, and in later, unenhanced contexts. The results indicated that the effect of enhancement on learners' reading times did not transfer to later exposures after a one-week delay. The findings also suggest that collocation knowledge may develop slowly when learners are focused on communicative meaning. Taken together, the studies' findings have clear implications for L2 pedagogy: they demonstrate the potential of meaningful input for incidental learning of multiword expressions, and provide insight into the role of attention and input enhancement in incidental learning activities. The studies also contribute to theories on L2 processing of multiword expressions during contextualized exposure." Preface "Elke Peters" "The role of formulaic sequences in L2 speaking" "Vu Van Duy, Elke Peters" "This chapter provides an overview of contemporary research into formulaic sequences (FSs) in L2 speech. We start with a working definition of FSs with examples, followed by a discussion on the history of research and teaching FSs, and descriptions of both early and recent publications to shed light on different stages of development of these areas. We then elaborate on the critical issues under investigation to date, namely the pervasiveness of FSs in speech, their relationship with speaking proficiency, their role in oral fluency, and then the challenges they pose to L2 learners. Next, contributions of current research are outlined, showing the latest trends in research on FSs, such as studies adopting multivariate approaches or those focusing on input for FS learning. Main research methods that have been employed in relevant studies are summarized before research-informed suggestions for practice are provided, including providing authentic input, teaching FSs explicitly, and providing output activities along with fluency training. To conclude, future directions are discussed, calling for further investigations including languages other than English, involving more diversified learners, and examining more pedagogic interventions on FSs and speech."