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Implicit and Explicit Second Language Vocabulary Acquisition: Comprehension and Retention with a Computer-Assisted Hypertext Reading Task. - Brossura
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This research-based study presents and examines the outcome of learning vocabulary implicitly and explicitly from an electronic text, with the target items hyperlinked to resources intended to enhance comprehension and retention. The subjects in the explicit group were overtly instructed to learn vocabulary items while the implicit group subjects were not. An immediate assessment task revealed that the explicit modality appears to lead to better immediate comprehension and retention as the implicit group subjects comprehended and retained fewer vocabulary items. A delayed assessment task revealed that the subjects in the explicit group forgot more items from the words they retained earlier than did the implicit group subjects. The implicit group subjects did not retain more vocabulary items than their fellows in the explicit group, but also forgot fewer items than their counterparts. It was found that the implicit group subjects secured most of their acquisition longer, ultimately taking the lead over the explicit group subjects. The differences were discussed and implications for teaching vocabulary were presented.
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Informazioni sull'autore
Hassan Souleyman is Assistant Professor at Bowling Green State University. He teaches Applied Linguistics and College Foreign Language Teaching Methods and coordinates Teaching Assistants. His interests are in vocabulary acquisition, speech acts, culture, collaboration in language learning, and Technology-Enhanced Language Learning.
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Implicit and Explicit Second Language Vocabulary Acquisition Comprehension and Retention with a ComputerAssisted Hypertext Reading Task
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Implicit and Explicit Second Language Vocabulary Acquisition: Comprehension and Retention with a Computer-Assisted Hypertext Reading Task.
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Implicit and Explicit Second Language Vocabulary Acquisition: Comprehension and Retention with a Computer-Assisted Hypertext Reading Task.
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VDM Verlag Dr. M�ller 2010-09-17, 2010
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ISBN 13: 9783639293166
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Implicit and Explicit Second Language Vocabulary Acquisition
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VDM Verlag Dr. Müller, 2010
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ISBN 13: 9783639293166
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Kartoniert / Broschiert. Condizione: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. Autor/Autorin: Souleyman HassanHassan Souleyman is Assistant Professor at Bowling Green State University. He teaches Applied Linguistics and College Foreign Language Teaching Methods and coordinates Teaching Assistants. His interests are in voca. Codice articolo 4974831
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Implicit and Explicit Second Language Vocabulary Acquisition: Comprehension and Retention with a Computer-Assisted Hypertext Reading Task. : Comprehension and Retention with a Computer-Assisted Hypertext Reading Task.
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VDM Verlag Dr. Müller, 2010
ISBN 10: 3639293169
ISBN 13: 9783639293166
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Taschenbuch. Condizione: Sehr gut. Gebraucht - Sehr gut SG - leichte Beschädigungen oder Verschmutzungen, ungelesenes Mängelexemplar, gestempelt, Versand Büchersendung - This research-based study presents and examines the outcome of learning vocabulary implicitly and explicitly from an electronic text, with the target items hyperlinked to resources intended to enhance comprehension and retention. The subjects in the explicit group were overtly instructed to learn vocabulary items while the implicit group subjects were not. An immediate assessment task revealed that the explicit modality appears to lead to better immediate comprehension and retention as the implicit group subjects comprehended and retained fewer vocabulary items. A delayed assessment task revealed that the subjects in the explicit group forgot more items from the words they retained earlier than did the implicit group subjects. The implicit group subjects did not retain more vocabulary items than their fellows in the explicit group, but also forgot fewer items than their counterparts. It was found that the implicit group subjects secured most of their acquisition longer, ultimately taking the lead over the explicit group subjects. The differences were discussed and implications for teaching vocabulary were presented. Codice articolo INF1000427945
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Implicit and Explicit Second Language Vocabulary Acquisition : Comprehension and Retention with a Computer-Assisted Hypertext Reading Task.
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Taschenbuch. Condizione: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - This research-based study presents and examines the outcome of learning vocabulary implicitly and explicitly from an electronic text, with the target items hyperlinked to resources intended to enhance comprehension and retention. The subjects in the explicit group were overtly instructed to learn vocabulary items while the implicit group subjects were not. An immediate assessment task revealed that the explicit modality appears to lead to better immediate comprehension and retention as the implicit group subjects comprehended and retained fewer vocabulary items. A delayed assessment task revealed that the subjects in the explicit group forgot more items from the words they retained earlier than did the implicit group subjects. The implicit group subjects did not retain more vocabulary items than their fellows in the explicit group, but also forgot fewer items than their counterparts. It was found that the implicit group subjects secured most of their acquisition longer, ultimately taking the lead over the explicit group subjects. The differences were discussed and implications for teaching vocabulary were presented. Codice articolo 9783639293166
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Implicit and Explicit Second Language Vocabulary Acquisition: Comprehension and Retention with a Computer-Assisted Hypertext Reading Task.
Editore:
VDM Verlag Dr. Müller, 2010
ISBN 10: 3639293169
ISBN 13: 9783639293166
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