INCIDENTAL VOCABULARY ACQUISITION IN SLA: DOES AURAL INPUT FACILITATE VOCABULARY ACQUISITION WHILE READING?

Yıl 2023, Cilt: 5 Sayı: 1, 21 - 38, 25.06.2023

Esra Çam

https://doi.org/10.48166/ejaes.1282272

Öz

Vocabulary acquisition is essential to achieve fluency in the target language; however, it is a daunting and unending task for second language learners due to a large number of words required to be learne. This two-group, pre/post/delayed post-test quasi-experimental study aims to investigate whether English as a Foreign Language (EFL) learners could learn new English words incidentally from reading texts in their coursebooks and whether there was an effect of simultaneous input modality in successful acquisition. It further aimed to examine the rate of vocabulary recall by the control group (reading-only condition) and experimental group (listening-while-reading condition). The study revealed four major findings. Without being exposed to any intentional instruction on target vocabulary, 5.53 words were learned in reading-only mode, which was a gain of more than 49%. When written input was enhanced with oral input, it resulted in relatively higher success in lexical development. The experimental group, which listened to the audio recordings of the texts while simultaneously reading it, learned 6.37 new words on average, a gain of higher than 60%. A comparison of two groups revealed that the effect of aural enhancement on incidental vocabulary learning was relatively small, a difference of 0.84 words between the two groups. Words learned in reading-only condition were more resistant to decay than words learned in listening-while-reading condition. Important implications for EFL teachers are suggested based on the findings.

Anahtar Kelimeler

Aural enhancement, incidental vocabulary acquisition, input modality, SLA, vocabulary acquisition

İKİNCİ DİL EDİNİMİNDE RASLANTISAL SÖZCÜK EDİNİMİ: İŞİTSEL GİRDİ OKUMA SIRASINDA SÖZCÜK EDİNİMİNİ KOLAYLAŞTIRIR MI?

Öz

Hedef dilde akıcılık için sözcük edinimi esastır; ancak bu ikinci dil öğrenenler için öğrenilmesi gereken çok sayıda sözcük nedeniyle göz korkutucu ve bitmeyen bir süreçtir. Bu iki gruplu, ön/son/gecikmeli son test yarı deneysel çalışma, Yabancı Dil Olarak İngilizce (EFL) öğrenenlerin ders kitaplarındaki metinleri okurken yeni İngilizce sözcükleri raslantısal olarak öğrenip öğrenemeyeceklerini ve eşzamanlı girdi yönteminin başarılı öğrenmede bir etkisi olup olmadığını araştırmayı amaçladı. Ayrıca kontrol grubu (sadece okuma koşulu) ve deney grubu (okurken dinleme koşulu) tarafından sözcüklerin hatırlanma oranları da incelendi. Çalışma dört ana bulguyu ortaya koydu. Hedef sözcükler ile ilgili herhangi bir kasıtlı öğretime maruz kalmadan, salt okuma modunda katılımcılar tarafından 5,53 kelime öğrenildi ve bu %49'dan fazla bir kazanımın söz konusu olduğunu gösterdi. Yazılı girdi sözlü girdiyle zenginleştirildiğinde, katılımcıların sözcük gelişiminde nispeten daha yüksek başarı görüldü. Metinleri okurken aynı zamanda ses kayıtlarını da dinleyen deney grubu %60'ın üzerinde bir kazanımla ortalama 6,37 yeni sözcük öğrendi. İki grubun karşılaştırılması, işitsel pekiştirmenin rastlantısal sözcük öğrenimi üzerindeki etkisinin nispeten küçük olduğunu, iki grup arasında 0.84 kelimelik bir fark olduğunu ortaya çıkardı. Sadece okuma durumunda öğrenilen sözcükler, okuma sırasında dinleme durumunda öğrenilen sözcüklere göre unutulmaya karşı daha dirençliydi. Bulgulara dayalı olarak İngilizce öğretmenleri için önemli çıkarımlar önerilmektedir.

Anahtar Kelimeler

İşitsel pekiştirme, rastlantısal sözcük edinimi, girdi yöntemi, ikinci dil edinimi, sözcük edinimi

Kaynakça

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