This book provides a timely and valuable resource to explore second language vocabulary learning outside the formal language learning classroom. Rapidly evolving technology and the increasing impact of the global village have resulted in dramatic changes to and increased occasions for second language vocabulary learning. This book offers new and valuable insights into the radically different opportunities both the physical and digital wild provide for language learners to increase their vocabulary knowledge. Practical advice is also given on how second language teachers can integrate vocabulary learning in the wild into their formal classroom instruction. This collection of cutting-edge studies by international experts working within the fields of second language teaching and learning, second language acquisition, applied linguistics, informal language learning, and technology enhanced learning offers an essential resource for language teachers and researchers.
The internet is a powerful source of incidental language learning, but this is only part of language learning in the wild. This excellent book shows the range of opportunities available for learning another language outside the classroom in this much neglected research area.
--Paul Nation, Emeritus Professor, Victoria University of Wellington
Author(s): Barry Lee Reynolds
Publisher: Springer
Year: 2023
Language: English
Pages: 359
City: Singapore
Foreword
Preface
Acknowledgments
Contents
Editor and Contributors
Introduction: A Scoping Review of Second Language Vocabulary Learning in the Wild
1 Introduction
2 Previous Vocabulary Learning in the Wild Related Reviews
2.1 Task Completion
2.2 Reading
2.3 Listening and Reading with Glosses
2.4 Listening to Spoken Language
2.5 Video Viewing
2.6 Nonformal Learning with Flashcard Software
2.7 Technology-Mediated Learning
2.8 Gaps in the Vocabulary Learning in the Wild Literature
3 Methods
3.1 Database Searches
3.2 Search Terms
3.3 Inclusion and Exclusion Criteria
3.4 Coding Publications
4 Results
4.1 Publication Characteristics
4.2 Participant Characteristics
4.3 Activity Characteristics
4.4 Methodology Characteristics
4.5 Synthesized Primary Study Aims
4.6 Synthesized Primary Study Findings
5 Discussion and Implications
5.1 English Language Dominance
5.2 Marginalization of Young Learners
5.3 Lack of Theory-Driven Research
5.4 Absence of Qualitative Investigations
5.5 Need for Instruments Measuring Vocabulary Form and Use
5.6 Disregard for Language Output Tasks
5.7 Multimodal Input
5.8 Desirable Difficulties
6 Limitations and Conclusions
Appendix: Systematic Map of Reviewed Studies
References
Informal Vocabulary Learning in Formal Contexts
Productive Collocation Knowledge in L2 German: Study Abroad and L1 Congruency
1 Introduction
2 Background
2.1 Collocations in Second Language Acquisition
2.2 Collocation Development After a Stay in the TL Country
2.3 L2 Development After SA in a Multilingual Environment
3 The Study
3.1 Participants
3.2 Materials and Procedure
4 Results
4.1 Descriptive Statistics
4.2 Inferential Statistical Analysis
5 Discussion
6 Conclusion and Pedagogical Implications
Appendix
References
Parents in the Classroom: Translanguaging and Informal English Vocabulary Learning Among Newcomer Prekindergarten Students
1 An Inquiry into Translanguaging
1.1 Theoretical Approach
2 Methodological Approach
2.1 Participants
3 Findings
3.1 Key Finding 1: A Welcoming Environment Is Essential for Translanguaging
3.2 Key Finding 2: Translanguaging Is Encouraged When Heritage Language Moves Between Home and School
3.3 Key Finding 3: Learning Is Organic and Two-Way Between Parents and Children
4 Closing Thoughts
References
Incidental Vocabulary Learning in a Content and Language Integrated Learning Setting
1 Incidental Vocabulary Learning
2 Language in the CLIL Context
3 The 4Cs Framework
3.1 The Language Triptych
4 Incidental Learning
5 Methodology
5.1 Research Design
5.2 Participants
5.3 Instruments
5.4 Procedure
5.5 CLIL Approach Re-examination
5.6 Data analysis
6 Results
7 Discussion
7.1 Effective Learning
7.2 Cognition, Vocabulary and Memory
7.3 Imagery and Play
7.4 Benefits of Task-Oriented Learning
7.5 Limitations
Appendix
References
Vocabulary Learning from Digital Gaming
The Good Gaming (GG) List: Key Vocabulary in Videogames
1 Introduction
2 Background and Rationale
2.1 Videogame Corpus Compilation
2.2 Pedagogical Word List Compilation and Validation
2.3 Functional Classification of Game Vocabulary
3 Methodology
3.1 Corpora Used in This Study
3.2 Creating an Initial Gaming Word List Based on Keyness
3.3 Game Text Coverage Provided by Game-Specific Words
3.4 Coding the Words for Ludic Properties in the GG Word List (Qualitative)
4 Implications of Current Research
5 Limitations of the Present Research
6 Conclusion
References
Involvement Load and Vocabulary Acquisition in Digital Game-Based Tasks
1 Involvement Load Hypothesis and Incidental Vocabulary Learning
2 Digital Games and Incidental Vocabulary Acquisition
3 Material and Methods
3.1 Participants
3.2 Materials
4 Results
4.1 Quantitative Results
4.2 Qualitative Results
5 Discussion
6 Conclusion
References
Gaming in a Foreign Language: L2 Vocabulary Processing in a Single-Player Role-Playing Game
1 Method
1.1 Positionality of the Author
1.2 Game Selection
1.3 Japanese Proficiency and Potential
1.4 Cataloging Vocabulary and Scoring In-Game/Out-of-Game Reactivation
1.5 Delayed Vocabulary Testing and Quantitative Analysis Procedure
2 Results
2.1 Vocabulary Type Acquired Through Gameplay
2.2 Ratio of Acquired Vocabulary to Total Gameplay Time
2.3 In-Game/Out-of-Game Vocabulary Reactivation
2.4 Delayed Vocabulary Test Results
3 Discussion
3.1 Limitations
3.2 Observations on Vocabulary Acquisition and Reactivation
3.3 Controlling for Total Gameplay Interval and Acquisition Type
3.4 Future Considerations
3.5 Conclusion
References
Vocabulary Learning from Video Viewing
YouTube for Incidental Vocabulary Learning
1 Introduction
2 Literature Review
2.1 Previous Studies of Lexical Coverage of Spoken Discourse
2.2 The Potential of Extensive Viewing for Incidental Vocabulary Learning
3 The Current Study
3.1 The Corpus of YouTube Worldwide Trending Videos
3.2 Data Analysis Procedures
4 Findings and Discussion
4.1 Lexical Demands of YouTube Worldwide Trending Videos
4.2 The Potential of YouTube Worldwide Trending Videos for Incidental Vocabulary Learning for Academic Lectures and Seminars
5 Conclusion and Implications
References
TED Ed for Incidental L2 Academic Vocabulary Learning: A Corpus-Driven Study
1 Introduction
2 Background to This Study
2.1 TED Ed Videos
2.2 Academic Vocabulary
3 Literature Review
3.1 Incidental L2 Vocabulary Learning Through Academic Listening
3.2 Potentials of Academic Listening Materials for Incidental L2 Academic Vocabulary Learning
3.3 Two Key Factors that Influence Incidental L2 Vocabulary Learning from Audio/audio-Visual Materials
4 Present Study
4.1 Research Aim and Research Questions
4.2 Corpus Design
4.3 Data Analysis
5 Findings
5.1 Required Vocabulary Knowledge for 95% and 98% Lexical Coverage
5.2 Academic Vocabulary Coverage
5.3 Frequency of Academic Vocabulary
6 Discussion and Pedagogical Implications
7 Conclusion
References
Vocabulary Learning from Subtitled Input After Minimal Exposure
1 Introduction
2 Literature Review
2.1 First Exposure Studies in Second Language Acquisition
2.2 Vocabulary Learning in Minimal Input Studies
3 Aims and Research Questions
4 Method
4.1 Participants
4.2 Instruments
4.3 Procedure
4.4 Data Analysis
5 Results
5.1 Vocabulary Learning in the New Language After Minimal Exposure to Subtitled Multimodal Input
5.2 The Role of Aptitude in Vocabulary Learning After Minimal Exposure to Subtitled Multimodal Input
6 Discussion
7 Conclusion and Further Research
Appendix: Meaning Recognition Vocabulary Test
References
Academic Videos for Incidental Vocabulary Learning Among ESL Foundation Students
1 Introduction
2 Literature Review
2.1 Incidental Vocabulary Learning through Audio-Visual Input
2.2 The Importance of Comprehension in Incidental Vocabulary Learning
2.3 The Use of Academic Videos as a Learning Resource
2.4 Purpose of the Study
3 Methodology
3.1 Research Design
3.2 Participants
3.3 Materials
3.4 Research Instruments
3.5 Procedure
3.6 Data Analysis
4 Results
5 Discussion
6 Limitations and Recommendations for Further Research
7 Conclusion
References
Nonformal Vocabulary Learning
Computer-Assisted Learning of English Formulaic Expressions from YouTube Videos
1 Introduction
1.1 IdiomsTube: A Mobile and Personalised Web-based App for FE Learning Through YouTube Videos
2 Literature Review
2.1 The Optimal Mode of Input for L2 Vocabulary Learning
2.2 The Benefits of Learning from Videos
2.3 Conditions for Independent English Learning Through Videos
2.4 Key Factors Determining the Effectiveness of a CALL Vocabulary Building App
3 The study
3.1 Subjects
3.2 Stimuli and Materials
3.3 Tests
3.4 Procedure
4 Findings
4.1 Which Input Mode (Video or Reading) is More Conducive to L2 FE Learning?
4.2 Can L2 FE Learning from Videos be Enhanced by Auto-generated Awareness-raising Tasks?
4.3 Which Factors Explain the Success of Computer-assisted Learning of L2 FEs from Videos?
5 Discussion
5.1 Optimal Mode of Input for L2 FE Acquisition
5.2 Automatising Support for L2 FE Acquisition from YouTube Videos
5.3 A More Subtle Approach to Evaluating the Effectiveness of CALL Apps
6 Conclusion
Appendix 1 Test of FE knowledge
References
Spoken Word Form Recognition with a Mobile Application: Comparing Azerbaijani and Japanese Learners
1 Introduction
2 Literature Review
2.1 The Importance of Word Knowledge in L2 Listening Comprehension
2.2 Approaches to Develop L2 Word Form Recognition from Speech
2.3 The Current Study
3 Method
3.1 Participants
3.2 The Mobile App
3.3 Word Form Recognition from Speech (WFRS) Test
3.4 Stimulated Recall Protocol
3.5 Procedure
3.6 Data Analysis
4 Results
5 Discussion
6 Conclusion
References
