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Learning vocabulary through audiovisual input: the differential effect of L1 subtitles and captions KU Leuven
Recent research has shown that learners can learn new words while watching TV programs. However, the number of words learned tends to be low. Several studies have demonstrated that first language (L1) subtitles as well as captions (= subtitles in the foreign language) have the potential to increase learning gains compared to when no on-screen text aids are provided. However, the evidence regarding the differential effect of both types of ...
The learning burden of collocations: the role of interlexical and intralexical factors KU Leuven
This study investigates whether congruency (+/- literal translation equivalent) and word class (adjective-noun, verb-noun, phrasal verb-noun collocations) are predictors of EFL learners’ learning collocations at the initial stage of form-meaning mapping. Eighteen collocations were selected on the basis of a pretest. They were divided into 9 congruent and 9 incongruent collocations and into 6 verb-noun collocations, 6 phrasal verb-noun ...
Learning academic formulaic sequences KU Leuven
This paper reports on a classroom-based study that explored the effect of explicit, vocabulary-focused instruction on English as a Foreign Language (EFL) students’ recognition, cued output and spontaneous use of academic formulaic sequences (FS). In addition, the study aimed to shed some light on which type of classroom activity might be most beneficial. Data were collected among second-year EFL business students (L1 = Dutch) in a ...
Enhancing vocabulary learning through captioned video: An eye-tracking study KU Leuven
This study investigates the effect of two attention-enhancing techniques on L2 students' learning and processing of novel French words (i.e., target words) through video with L2 subtitles or captions. A combination of eye-movement data and vocabulary tests was gathered to study the effects of Type of Captioning (full or keyword captioning) and Test Announcement, realized by informing (intentional) or not informing (incidental) learners about ...
Learning academic formulaic sequences KU Leuven
The effects of repetition and time of post-test administration on EFL learners’ form recall of single words and collocations KU Leuven
This paper examines how form recall of target lexical items by EFL learners is affected 1) by repetition (1, 3 or 5 number of occurrences), 2) by the type of target item (single words versus collocations), and 3) by the time of post-test administration (immediately or one week after the learning session). The learning treatment consisted of non-communicative, (partly) decontextualized activities, in which the target items (12 single words and 12 ...
Editors' preface KU Leuven
Learning academic formulaic sequences KU Leuven
Many scholars (Boers et al., 2006; Ellis et al, 2008; Schmitt & Carter, 2004; Wray, 2002) have emphasized the importance of formulaic sequences (FS) for foreign language (FL) learners. The use of academic FS allows FL learners to express their ideas economically, to signal stages in their discourse and to use an appropriate register (level of formality) (Jones & Haywood, 2004). This paper reports a study that investigated the effect of ...