The effects of context on
incidental vocabulary learning
by Stuart Webb (2008)
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The Effects of Context on Incidental Vocabulary Learning: A Study by Stuart Webb (2008), Summaries of Linguistics
The role of context in incidental vocabulary learning, as presented in a study by Stuart Webb (2008). The research investigates how context can influence the understanding of unknown words and compares different types of contexts. The study involved 50 Japanese university students and used three sets of sentences, each containing one of ten target words, to measure their knowledge of form and meaning.
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The effects of context on
incidental vocabulary learning
by Stuart Webb (2008)
design
(^01) Introduction
02
(^03) Target words
(^04) Context
(^05) Result
(^06) Takeaway
Agenda (^07) Discussion
Herman, Anderson, Nagy, and Pearson (1987)
Earlier studies
They used 4 types of contexts to study students’
incidental vocab learning.
1) Original passage
2) edited passage (Implicit clues)
3) edited passage (Explicit clues)
4) editd passage (No clue)
Saragi et al., (1978)
Context -> Novel
Horst et al., (1998)
Context -> Graded readers
Jenkins, Stein, & Wysocki, (1984)
Context -> constructed paragraph
The wide range of contexts may lead to misinterpretation of results.
It focuses on the effects of context on incidental vocabulary learning
In Webb’s study…
❖ Short sentences
➢ In the earlier studies, repetition and length of
sentences may affect
Compare
❖ More informative
❖ Less informative
Grouping
Reading Comprehension task
Surprise
Vocab test
They were randomly assigned to two groups ❖ experimental ❖ comparison
Design
They read three sets of 10 sentences, each sentence containing 1 of 10 target words. Target words were disguised!
It measured students’ knowledge of form and meaning
Grouping
Reading Comprehension task
Surprise
Vocab test
They were randomly assigned to two groups ❖ experimental ❖ comparison
Design
They read three sets of 10 sentences, each sentence containing 1 of 10 target words. Target words were disguised!
It measured students’ knowledge of form and meaning
10 sentences in one page They are given 12 min.
Task
Group A (^) Group B
2nd-3rd pages
More informative
2nd-3rd pages Less informative
The Elephant Man
Target words are chosen from…
Lord Jim Agatha Christie Chemical Secret
On the 1st page
Lord Jim Agatha Christie Chemical Secret
Group B /Less information
3-1 points
Grouping
Reading Comprehension task
Surprise
Vocab test
They were randomly assigned to two groups ❖ experimental ❖ comparison
Design
They read three sets of 10 sentences, each sentence containing 1 of 10 target words. Target words were disguised!
It measured students’ knowledge of form and meaning
recall of form 5.96/5.
scores on the four dependent
measures
recognition of form 8.00/7. recall of meaning 1.31/0.
recognition of meaning 6.77/4.
Group A
(Informative)
Group B (Less informative)
Group B /Less information
3-1 points
Result
difference between the contexts related only to the meaning of
target words
Recalling of form -> the number of encounters may be the key