How Do Text Type, Prior Vocabulary Knowledge, and Working Memory Capacity Affect Second Language Incidental Vocabulary Learning through Reading?
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| Title: | How Do Text Type, Prior Vocabulary Knowledge, and Working Memory Capacity Affect Second Language Incidental Vocabulary Learning through Reading? |
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| Language: | English |
| Authors: | Soomin Lim (ORCID |
| Source: | Studies in Second Language Learning and Teaching. 2025 15(3):623-651. |
| Availability: | Adam Mickiewicz University Department of English Studies. Faculty of Pedagogy and Fine Arts, Ul. Nowy Swiat 28-30, 62-800 Kailsz, Poland. e-mail: ssllt@amu.edu.pll; Web site: http://pressto.amu.edu.pl/index.php/ssllt |
| Peer Reviewed: | Y |
| Page Count: | 29 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | High Schools Secondary Education Grade 10 |
| Descriptors: | Foreign Countries, Second Language Learning, High School Students, Vocabulary, Vocabulary Development, Reading, Short Term Memory, Retention (Psychology), Influences, Prior Learning, Expository Writing, Descriptive Writing, Grade 10, English (Second Language) |
| Geographic Terms: | South Korea |
| ISSN: | 2083-5205 2084-1965 |
| Abstract: | Incidental vocabulary learning through reading may be influenced by a range of learner-internal as well as learner-external factors. This study, specifically, examined the potential impacts of three factors: text type, prior L2 vocabulary knowledge, and working memory capacity. Forty-six 1st grade high school students in Korea completed a battery of tests: (a) the Vocabulary Levels Test and (b) a reading span task as measures of prior vocabulary knowledge and working memory capacity, respectively. All the participants read two texts (one narrative and one expository) containing pseudowords and completed two reading comprehension tasks. Immediately after reading and again two days later, two measures of vocabulary gains were administered: (a) a form recognition test and (b) a meaning recognition test. The results revealed that the narrative text was more effective in aiding L2 vocabulary acquisition in the long term than the expository text. Both prior vocabulary knowledge and working memory capacity played facilitative roles in the lexical inferencing process and retention, but working memory capacity had much stronger effects throughout all the posttests. A significant interaction between text type and working memory capacity was also observed, suggesting that the text type effective for incidental learning differed according to learners' individual differences in language learning aptitude. Some implications for designing the classes that implement incidental vocabulary learning are discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1483949 |
| Database: | ERIC |
| Abstract: | Incidental vocabulary learning through reading may be influenced by a range of learner-internal as well as learner-external factors. This study, specifically, examined the potential impacts of three factors: text type, prior L2 vocabulary knowledge, and working memory capacity. Forty-six 1st grade high school students in Korea completed a battery of tests: (a) the Vocabulary Levels Test and (b) a reading span task as measures of prior vocabulary knowledge and working memory capacity, respectively. All the participants read two texts (one narrative and one expository) containing pseudowords and completed two reading comprehension tasks. Immediately after reading and again two days later, two measures of vocabulary gains were administered: (a) a form recognition test and (b) a meaning recognition test. The results revealed that the narrative text was more effective in aiding L2 vocabulary acquisition in the long term than the expository text. Both prior vocabulary knowledge and working memory capacity played facilitative roles in the lexical inferencing process and retention, but working memory capacity had much stronger effects throughout all the posttests. A significant interaction between text type and working memory capacity was also observed, suggesting that the text type effective for incidental learning differed according to learners' individual differences in language learning aptitude. Some implications for designing the classes that implement incidental vocabulary learning are discussed. |
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| ISSN: | 2083-5205 2084-1965 |
