The current study investigated the effects of L1 and L2 glosses on L2 vocabulary retention in incidental and intentional settings. To this end, 100 intermediate Iranian female learners of English as a foreign language at Soroosh High School were given a pre-test to make sure that they do not have any prior knowledge of the target words. Reading passages with three different glossing conditions ...

Vocabulary is the basis of learning a foreign language, and cultivation students' language ability an effective means to improve master vocabulary. In English teaching, how effectively vocabulary level matter concern. The main purpose this paper explore use intelligent algorithms analyze evaluate effect incidental acquisition. From perspective acquisition, further proved that output reading cou...

To support vocabulary acquisition and reading comprehension in a second language, we have developed a system to display senseappropriate examples to learners for difficult words. We describe the construction of the system, incorporating word sense disambiguation, and an experiment we conducted testing it on a group of 60 learners of English as a second language (ESL). We show that sensespecific...

this study builds on laufer and hulstijn’s (2001) motivational-cognitive construct of task-induced involvement in learning vocabulary and addresses itself to its strong claim that the depth of processing is the overriding factor in learning words. the paper first re-examines the effect of processing load and then of task type on the initial learning and retention of words. to do so, 60 efl lear...

Certainly one of the primary goals in developing materials for second language learners should be to create materials that reflect vocabulary and grammar that these learners are likely to encounter in the “real world”. There is little to be gained from having students memorize long lists of vocabulary in a textbook, if the learners never again encounter these words once they venture out in the ...

This longitudinal case study tracks an adult second-language (L2) learner’s quality and quantity of encounters with 20 vocabulary items in an English for Academic Purposes course over 3 months. The learner completed pretest and posttest vocabulary knowledge interviews, submitted course materials and notes for analysis, and was observed during class lessons. The results show that frequency of en...