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Intentional and Incidental Vocabulary Learning: The Role of Historical Linguistics in the Second Language Classroom

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Title: Intentional and Incidental Vocabulary Learning: The Role of Historical Linguistics in the Second Language Classroom
Language: English
Authors: M. Stratton, James (ORCID 0000-0002-7255-5545)
Source: Modern Language Journal. Win 2022 106(4):837-857.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 21
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Incidental Learning, Second Language Learning, Second Language Instruction, German, Diachronic Linguistics, English, Native Language, Language Classification, Intentional Learning, Comparative Analysis, Semantics, Phonology, Teaching Methods, Instructional Effectiveness, Undergraduate Students, Oral Language, Reading Processes, Educational Benefits, Vocabulary Development, Applied Linguistics
DOI: 10.1111/modl.12805
ISSN: 0026-7902
1540-4781
Abstract: Although English and German are both Germanic languages, due to various historical changes, many of their cognates are no longer easily recognizable. This study examined whether knowledge of language history can be beneficial to learners when learning English-German cognates. Thirty-five English-speaking second language (L2) learners of 3rd-semester German at an American university were assigned to either an intentional or incidental learning condition. The intentional group received explicit instruction on 2 historical sounds shifts (Second Germanic Sound Shift, Ingvaeonic Palatalization) and relevant historical semantic changes. In contrast, the incidental group carried out various activities that exposed learners to cognates through reading and oral communication tasks. Results indicate that the intentional group significantly outperformed the incidental group, suggesting that knowledge of language history can be beneficial to learners when learning historically related languages. Declarative knowledge of the historical changes led to significantly greater vocabulary gains and it also provided learners with a tool kit to correctly predict the meaning of several cognates they had not previously encountered before. This study has broad implications for vocabulary learning, language teaching, and applied historical linguistics.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1364426
Database: ERIC
FullText Text:
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  Data: Intentional and Incidental Vocabulary Learning: The Role of Historical Linguistics in the Second Language Classroom
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: <searchLink fieldCode="DE" term="%22Incidental+Learning%22">Incidental Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22German%22">German</searchLink><br /><searchLink fieldCode="DE" term="%22Diachronic+Linguistics%22">Diachronic Linguistics</searchLink><br /><searchLink fieldCode="DE" term="%22English%22">English</searchLink><br /><searchLink fieldCode="DE" term="%22Native+Language%22">Native Language</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Classification%22">Language Classification</searchLink><br /><searchLink fieldCode="DE" term="%22Intentional+Learning%22">Intentional Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Comparative+Analysis%22">Comparative Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Semantics%22">Semantics</searchLink><br /><searchLink fieldCode="DE" term="%22Phonology%22">Phonology</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Oral+Language%22">Oral Language</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Processes%22">Reading Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Benefits%22">Educational Benefits</searchLink><br /><searchLink fieldCode="DE" term="%22Vocabulary+Development%22">Vocabulary Development</searchLink><br /><searchLink fieldCode="DE" term="%22Applied+Linguistics%22">Applied Linguistics</searchLink>
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  Data: 10.1111/modl.12805
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  Data: 0026-7902<br />1540-4781
– Name: Abstract
  Label: Abstract
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  Data: Although English and German are both Germanic languages, due to various historical changes, many of their cognates are no longer easily recognizable. This study examined whether knowledge of language history can be beneficial to learners when learning English-German cognates. Thirty-five English-speaking second language (L2) learners of 3rd-semester German at an American university were assigned to either an intentional or incidental learning condition. The intentional group received explicit instruction on 2 historical sounds shifts (Second Germanic Sound Shift, Ingvaeonic Palatalization) and relevant historical semantic changes. In contrast, the incidental group carried out various activities that exposed learners to cognates through reading and oral communication tasks. Results indicate that the intentional group significantly outperformed the incidental group, suggesting that knowledge of language history can be beneficial to learners when learning historically related languages. Declarative knowledge of the historical changes led to significantly greater vocabulary gains and it also provided learners with a tool kit to correctly predict the meaning of several cognates they had not previously encountered before. This study has broad implications for vocabulary learning, language teaching, and applied historical linguistics.
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