INCIDENTAL LEARNING OF COLLOCATIONS FROM MEANINGFUL INPUT

Abstract This longitudinal study investigates the effect of mode reading on incidental learning collocations and factors that affect learning. One hundred Vietnamese pre-intermediate learners English as a foreign language (EFL) were assigned to either an experimental group or control (no treatment). In 9 weeks, read three graded readers containing 32 target in counterbalanced modes: reading-only, reading-while-listening, with textual input enhancement (i.e., underlining). Learning gains measured by form recall pretest delayed posttest. The results showed had significant collocation Reading resulted significantly higher than other modes. Reading-while-listening was also more beneficial for reading-only. Learners’ prior vocabulary knowledge congruency predictors gains.