The Effects of Input Enhancement on Incidental Academic Word Learning

Reading contributes to vocabulary development and is regarded as an efficient pedagogical approach learning. Through reading, learners are exposed new words in their rightful context of use. This study investigates the effects input enhancements on incidental academic word learning through reading English texts among a Second Language (ESL) undergraduates. The compares different conditions, gloss, contextual clue no clue. Twelve from Coxhead’s Academic Word List (AWL) were selected target for this study. Three tests employed assess learnt incidentally terms form, meaning recognition ability recall. Seventy-nine proficient less Malaysian ESL undergraduates participated Findings revealed that participants recognised more compared participants. In addition, gloss increases noticeability words, at least form level. study’s findings suggest enhancement would better impact if integrated into task or facilitated by instruction.