Opis

• Tytuł:
  Incidental collocation learning from reading-only, reading-while-listening, and reading aloud: The roles of input mode, test modality, and prior vocabulary knowledge
• Twórca:
  Vu, Duy;
  Peters, Elke
• Opis:
  The present study examined incidental collocation learning from reading-only, reading-while-listening, reading aloud, and factors that affect learning (i.e., test modality, prior vocabulary knowledge, and type of collocation). One hundred Vietnamese learners of English as a foreign language (EFL) with pre-intermediate level of English proficiency were assigned to an experimental group and a control group. During three weeks, the participants in the experimental group read three texts embedded with 20 target verb-noun and adjective-noun collocations in three different reading modes in a counterbalanced fashion: reading-only, reading-while-listening, and reading aloud. Learning gains were measured at form recall level in a pretest and a delayed posttest using both written and oral test items that were also counterbalanced. The findings revealed that reading mode had a significant effect on incidental collocation learning. Both reading-while-listening and reading aloud led to more learning gains than reading-only. Test modality did not have a significant effect on the results. In addition, learners’ prior vocabulary knowledge significantly predicted the learning gains.
• Dostępność obiektu:
  Dostęp otwarty
• Prawa:
  Prawa autorskie (c) 2025 Duy Van Vu, Prof. Elke Peters;
  https://creativecommons.org/licenses/by/4.0
• Data:
  2025.12.05
• Typ:
  info:eu-repo/semantics/article;
  info:eu-repo/semantics/publishedVersion
• Język:
  angielski
• Źródło:
  Studies in Second Language Learning and Teaching; Online First;
  2084-1965;
  2083-5205
• Format:
  application/pdf
• Wydawca:
  Adam Mickiewicz University Poznan
• Relacja: https://pressto.amu.edu.pl/index.php/ssllt/article/view/43494/41362
• Temat i słowa kluczowe:
  incidental learning;
  collocations;
  reading-only;
  reading-while-listening;
  reading aloud
• Identyfikator: https://pressto.amu.edu.pl/index.php/ssllt/article/view/43494
• Dostawca danych:
  Platforma Otwartych Czasopism Naukowych UAM
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