ONE-TIME TREATMENT FOR INCIDENTAL VOCABULARY LEARNING: CALL FOR DISCONTINUATION A commentary on Ali Karakaş and Arif Sariçoban’s “The impact of watching subtitled animated cartoons on incidental vocabulary learning of ELT students”. Teaching English with Technology, Vol. 12, No. 4. http://www.tewtjournal.org/VOL%2012/ISSUE4/ARTICLE1.pdf

• Authors: Stan Bogdanov
• Languages of publication: EN

Abstracts

EN

ncidental vocabulary learning has attracted a great deal of attention in ELT research. However, it is important that teacher and researcher exploitation of vocabulary developments be guided by more than replication of previous research designs. For conclusions based on empirical research to be valid, it is important to be clear about exactly what any data being gathered pertains to. While Karakaş & Sariçoban (2012) claim to have presented a solid piece of research on the effects of subtitled cartoons on incidental vocabulary learning, in practice it is not so. It is argued that the research design validity resulted in questionable results having little relevance to genuine incidental vocabulary learning.

Keywords

EN

vocabulary learning; commentary; subtitled cartoons

• Publisher: IATEFL Poland Computer Special Interest Group & University of Nicosia
• Journal: Teaching English with Technology
• Year: 2013
• Volume: 13
• Issue: 2
• Pages: 75-82

Contributors

author

Stan Bogdanov

• New Bulgarian University Sofia, Bulgaria

References

• Huckin, T., & Coady, J. (1999). Incidental vocabulary acquisition in a second language: a review. Studies in Second Language Acquisition, 21(2), 181-93.
• Karakaş, A., & Sariçoban, A. (2102). The impact of watching subtitled animated cartoons on incidental vocabulary learning of ELT students. Teaching English with Technology, 12 (4). 3-15. http://www.tewtjournal.org/VOL%2012/ISSUE4/ARTICLE1.pdf
• Laufer, B., & Hill, M. (2000). What lexical information do L2 learners select in a CALL dictionary and how does it affect word retention? Language Learning and Technology. 3(3) 58-76. http://www.llt.msu.edu/vol3num2/laufer-hill/
• Meara, P. M. (1996) The vocabulary knowledge framework. Vocabulary Acquisition Research Group Archive: The _lognostics Virtual Library. http://www.lognostics.co.uk/vlibrary/meara1996c.pdf
• Meara, P. M., & Rodríguez Sánchez, I. (1993). Matrix models and vocabulary acquisition: an empirical assessment. CREAL Symposium on Vocabulary Research. Ottawa.
• Nation, I. S. P. (1990). Teaching and Learning Vocabulary. New York: Newbury House.
• Tekmen, E. A. F., & Daloglu, A. (2006). An investigation of incidental vocabulary acquisition in relation to learner proficiency level and word frequency. Foreign Language Annals, 39(2), 220-243.
• Waring, R., & Nation, P. (2004). Second language reading and incidental vocabulary learning. Angles on the English-Speaking World, 4. Museum Tusculanum Press. The University of Copenhagen. 11-23.
• Waring, R., & Takaki, M. (2003). At what rate do learners learn and retain new vocabulary from reading a graded reader? Reading in a Foreign Language, 15(2), 130-163. http://www.nflrc.hawaii.edu/RFL/October2003/waring/waring.html