Researching Second Language Incidental Vocabulary Acquisition through Reading

Erscheinungsjahr 2025
ISBN: 978-981-951591-2
Verlag: Springer

Buch, Englisch, 400 Seiten, Format (B × H): 155 mm x 235 mm, Gewicht: 680 g

Reihe: Springer Texts in Education

This book provides a thorough review of important incidental vocabulary acquisition issues so as to provide readers with a starting point to quickly gain access to an overview of what has been published up until this point. It shows examples of how to go about conducting incidental vocabulary acquisition research. It critiques particular methodologies that have been used in previous studies and thereby challenge future researchers to innovate. When possible, particular studies are used for these critiques so that readers can become aware of the issues that they should take care of when designing their own studies. Lastly, this book suggests future directions for the field of incidental vocabulary acquisition. 

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, LALS, Victoria University of Wellington, New Zealand

Zielgruppe

Graduate

Autoren/Hrsg.

Reynolds, Barry Lee

Fachgebiete

• Geisteswissenschaften Sprachwissenschaft Fremdsprachenerwerb und -didaktik
• Sozialwissenschaften Pädagogik Pädagogik

Inhaltsverzeichnis

Reading as a Stimulus for Incidental Vocabulary Acquisition.- Reading Tasks.- Multimodal Reading Tasks.- The Reading Environment.-Target Words.- Individual Differences.- Contextual Support .- Measuring Incidental Vocabulary Acquisition.- The Future of Incidental Vocabulary Acquisition through Reading.

Über Autor(innen)

Barry Lee Reynolds, Ph.D., is Associate Professor of English Language Education in the Faculty of Education at the University of Macau. As both a researcher and educator, his work focuses on second language vocabulary acquisition, educational technology, informal language learning, and teacher education. He is particularly known for his research on incidental vocabulary acquisition and for investigating how digital tools and informal learning environments support language development. In addition to his research, he is actively involved in postgraduate supervision, curriculum design, and teacher preparation. He is committed to bridging empirical research and pedagogical practice in English language education across diverse learning contexts.