Second language (L2) incidental vocabulary learning: The effect of types of post-reading vocabulary tasks and spacing intervals
Second language (L2) incidental vocabulary learning: The effect of types of post-reading vocabulary tasks and spacing intervals

Summary/Abstract: This study examined the effect of types of post-reading vocabulary tasks and spacing intervals on L2 incidental vocabulary learning. This study adopted a 2*2 between-subjects factorial design, the two factors being types of post-reading vocabulary tasks (matching vs. fill-in-blanks) and spacing intervals between reading and post-reading vocabulary tasks (short vs. long). The participants were 90 Chinese-speaking L2 English learners in a comprehensive university in China. They read two texts and were then given an unannounced immediate vocabulary test. Depending on which experimental group they were in, they did the post-reading vocabulary tasks either right after the immediate vocabulary test or one week later. The retention test was given to participants five weeks after the completion of post-reading vocabulary tasks. The ANCOVA results showed L2 vocabulary retention (both receptive and productive) was associated with types of post-reading vocabulary tasks and initial L2 incidental vocabulary acquisition through reading, but not spacing intervals.

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