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The effect of imagery and on‐screen text on foreign language vocabulary learning from audiovisual input KU Leuven
In recent years, an increasing number of studies have focused on learning vocabulary from audiovisual input. They have shown that learners can pick up new words incidentally when watching TV (Peters & Webb, 2018; Rodgers & Webb, 2019). Research has also shown that on‐screen text (first language or foreign language subtitles) might increase learning gains (Montero Perez, Peters, Clarebout, & Desmet, 2014; Winke, Gass, & Sydorenko, ...
Learning L2 vocabulary from audiovisual input: an exploratory study into incidental learning of single words and formulaic sequences KU Leuven
Television is considered an important source of comprehensible input for second language learners of English and there is some evidence that L2 words can be learned incidentally by watching television. Few studies have looked at the role of TV viewing for learning formulaic sequences, despite the ubiquity of formulaic sequences in spoken English, and the importance of formulaic language in the development of second language proficiency. This ...
The VocabLab tests: the development of an English and French vocabulary test KU Leuven
This study describes the development of an English and French multiple choice vocabulary test – the VocabLab tests - that measure learners’ knowledge at four frequency levels up to the most frequent 5,000 words: the 2,000-level, 3,000-level, 4,000-level, and the 5,000-level. The two tests aimed to address some of the limitations of tests currently in use. First, they are sampled from recent frequency lists. Second, they are geared towards ...
Preface KU Leuven
The effect of L2 proficiency level on composing processes of EFL learners: Data from keystroke loggings, think alouds and questionnaires KU Leuven
Second language (L2) learners must attain certain language competences before they can control the language they use in composing an L2 text. This study aims to look into the effect of L2 proficiency level on composing processes of L2 student writers in L2 writing. The research to date has produced conflicting evidence concerning the relationship between L2 proficiency and composing processes. A number of L2 studies found that L2 proficiency ...
Preface KU Leuven
The effect of out-of-class exposure to English language media on learners’ vocabulary knowledge KU Leuven
Previous research has shown that out-of-class exposure to foreign language input has a positive effect on learners’ vocabulary knowledge. The aim of this study is to investigate (1) how often Flemish English-as-a-foreign language learners are exposed to English language media outside of the classroom, (2) whether current out-of-class exposure to English language media is related to learners’ vocabulary knowledge, and (3) whether length of ...
Incidental vocabulary acquisition through viewing L2 television and factors that affect learning KU Leuven
Research has begun to demonstrate that L2 words can be learned incidentally through watching audio-visual materials. Although there are a large number of studies that have investigated incidental vocabulary learning through reading a single text, there are no studies that have explored incidental vocabulary learning through viewing a single full-length TV program. The present study fills this gap. Additionally, three word-related variables ...
Vocabulary knowledge and listening comprehension at an intermediate level in English and French as foreign languages: An approximate replication study of Stæhr (2009) KU Leuven
The present study aims to replicate Stæhr’s (2009) study on the relationship between vocabulary knowledge and listening comprehension. To explore the generalizability of Stæhr’s findings, two experiments were conducted. However, the study changed the population (Flemish learners) and proficiency level of the materials in the first experiment (intermediate) and also the language in the second experiment (French). Our results generally confirm ...