The effects of word frequency and typographical enhancement on incidental vocabulary learning in reading. (2nd January 2019)

• Record Type: Journal Article
• Authors: Sánchez Gutiérrez, Claudia H.; Serrano, Mercedes Pérez; García, Pablo Robles
• Is Part Of: Journal of Spanish language teaching. Volume 6:Number 1(2019)
• Page Start: 14
• Page End: 31
• Publication Date: 2019-01-02
• Subjects: Typographical enhancement -- frequency -- vocabulary -- reading -- incidental learning; Realce -- frecuencia -- vocabulario -- lectura -- aprendizaje incidental; Spanish language -- Study and teaching -- Periodicals; 468
• DOI: 10.1080/23247797.2019.1590000
• Languages: English
• ISSNs: 2324-7797

Abstract

ABSTRACT: This study examines the effects of word frequency and typographical enhancement (i.e., words in bold) on the learning of single words in Spanish L2 reading activities in a classroom setting. Learners read a text in which target words appearing in bold occurred one, five or 10 times. A parallel text was also provided in which those same words appeared un-bolded. Students were tested three times on both spelling and meaning of the target words: before, immediately after and two weeks after the reading activity. Results show that: (1) after five or 10 encounters, both spelling and meaning recognition skills increase; (2) words appearing in bold only lead to learning gains at a form recognition level immediately after the test is taken and do not contribute to the acquisition of meaning in the post-test; and (3) there is no interaction between typographical enhancement and frequency.