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• W2165277029 abstract "TESOL QuarterlyVolume 45, Issue 4 p. 759-768 Incidental L2 Vocabulary Learning: An Impracticable Term? ANTHONY BRUTON, ANTHONY BRUTON Universidad de Sevilla, Sevilla, Spain Anthony Bruton is Professor of English Philology at the University of Seville and director of a group that researches secondary EFL teaching and learning.Search for more papers by this authorDr. MIGUEL GARCÍA LÓPEZ, Dr. MIGUEL GARCÍA LÓPEZ Universidad de Sevilla, Sevilla, Spain Dr. Miguel García López is a teacher of EFL at a state secondary school, lecturer in English language, and teacher trainer at the University of Seville.Search for more papers by this authorDr. RAQUEL ESQUILICHE MESA, Dr. RAQUEL ESQUILICHE MESA Universidad de Sevilla, Sevilla, Spain Dr. Raquel Esquiliche Mesa is a teacher of EFL at a state secondary school, with experience as a lecturer in English language at the University Pablo de Olavide, Seville, Spain, and member of a research group at the University of Seville.Search for more papers by this author ANTHONY BRUTON, ANTHONY BRUTON Universidad de Sevilla, Sevilla, Spain Anthony Bruton is Professor of English Philology at the University of Seville and director of a group that researches secondary EFL teaching and learning.Search for more papers by this authorDr. MIGUEL GARCÍA LÓPEZ, Dr. MIGUEL GARCÍA LÓPEZ Universidad de Sevilla, Sevilla, Spain Dr. Miguel García López is a teacher of EFL at a state secondary school, lecturer in English language, and teacher trainer at the University of Seville.Search for more papers by this authorDr. RAQUEL ESQUILICHE MESA, Dr. RAQUEL ESQUILICHE MESA Universidad de Sevilla, Sevilla, Spain Dr. Raquel Esquiliche Mesa is a teacher of EFL at a state secondary school, with experience as a lecturer in English language at the University Pablo de Olavide, Seville, Spain, and member of a research group at the University of Seville.Search for more papers by this author First published: 04 January 2012 https://doi.org/10.5054/tq.2011.268061Citations: 17 AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onEmailFacebookTwitterLinkedInRedditWechat REFERENCES Barcroft, J. (2004). Second language vocabulary acquisition: A lexical input approach. Foreign Language Annals, 37, 200–208, doi:10.1111/j.1944–9720.2004. tb02193.x. Brown, R., Waring, R., & Donkaewbua, S. (2008). Incidental vocabulary acquisition from reading, reading-while-listening, and listening to stories. Reading in a Foreign Language, 20, 136–163. Cho, K.-S., & Krashen, S. D. (1994). Acquisition of vocabulary from the Sweet Valley Kids series: Adult ESL acquisition. Journal of Reading, 37, 662–667. Day, R. R., Omura, C., & Hiramatsu, M. (1991). Incidental EFL vocabulary learning and reading. Reading in a Foreign Language, 7, 540–551. De Ridder, I. (2002). Visible or invisible links: Does the highlighting of hyperlinks affect incidental vocabulary learning, text comprehension, and the reading process?. Language Learning Technology, 6, 123–146. Ellis, N. (1994). 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Learning L2 German vocabulary through reading: The effect of three enhancement techniques compared. Language Learning, 59, 113–151, doi:10.1111/j.1467–9922.2009.00502.x. Rieder, A. (2003). Implicit and explicit learning in incidental vocabulary acquisition. Views 12, 24–39. Schmidt, D. (1994). Deconstructing consciousness in search of useful definitions for applied linguistics. AILA Review, 11, 11–26. Smith, Sharwood M. (1991). Speaking to many minds: On the relevance of different types of language information. Second Language Research, 7, 118–132. doi:10.1177/026765839100700204. Swanborn, M. S. L., & de Glopper, K. (1999). Incidental word learning while reading: A meta-analysis. Review of Educational Research, 69, 161–285. Webb, S. (2005). Receptive and productive vocabulary learning. The effects of reading and writing on word knowledge. Studies in Second Language Acquisition, 27, 33–52, doi:10.1017/S0272263105050023. Yamashita, J. (2008). Extensive reading and development of different aspects of L2 proficiency. System, 36, 661–672, doi:10.1016/j.system.2008.04.003. Yoshii, M., & Flaitz, J. (2002). Second language incidental vocabulary retention: The effect of text and picture on annotation types. CALICO Journal, 20, 33–58. Citing Literature Volume45, Issue4December 2011Pages 759-768 ReferencesRelatedInformation" @default.
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