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Oleo de José Tola
From: Donna Amato
Date: 9/15/99
Time: 2:03:26 PM
Remote Name: 198.139.136.249
1. Paribakht, T. Sima, & Wesche, Marjorie (1999). Reading and "incidental" L2 vocabulary acqusition: An introspective study of lexical inferencing. Studies in Second Language Acquisition, 21, 195-224.
The researchers in this study investigated the incidental acquisition of vocabulary by college ESL students. The findings indicate that inferencing is an approach that many learners use as thay come across new words while reading.
2. Fraser, Carol A. (1999). Lexical processing strategy use and vocabulary learning through reading. Studies in Second Language Acquisition, 21, 225-241.
The study in this article sought to examine lexical processing strategies (LPSs) used by learners of a second language and how they might have an effect on the acquisition of new vocabulary encountered through reading. The results show that there is a capacity for vocabulary learning when LPSs are used.
3. Wode, Henning (1999). Incidental vocabulary acquisition in the foreign language classroom. Studies in Second Language Acquisition, 21, 243-258.
This study focuses on English vocabulary learning by German students in an English immersion (IM) program. The researchers examined the acquisition of English vocabulary by the IM students enrolled in history and geography courses conducted in English. The data revealed that some words were learned through these classes, not from regular foreign language instruction.
4. Brown, Cheryl, Sagers, Sherri, L., & LaPorte, Carrie (1999). Incidental vocabulary acquistion from oral and written dialogue journals. Studies in Second Language Acquisition, 21, 259- 283.
The role of oral input in incidental vocabulary learning requires further examination. The study here attempts to describe the type input received by university EFL learners from oral and written dialogue journals. The findings suggest that further research on a number of statements is necessary within three areas: (a) "the nature of the input," (b) "the role of interaction," and (c) "individual learner factors."
5. Rounds, Patricia L. & Kanagy, Ruth (1999). Acquiring linguistic cues to identify agent: Evidence from children learning Japanese as a second language. Studies in Second Language Acquisiton, 21, 509-542.
The paper proposes that L2 learners are sensitive to L2 word order, case marking, and animacy when attempting to identify an agent. English-speaking children in grades K-7 learning Japanese in an immersion program were studied. Agents in English and Japanese sentences presented to the students were asked to be identified. The results indicated that the students learned the SOV word order in Japanese, word meaning, and canonical case marking (case marking that occurs if a sentence follows the SOV pattern). Noncanonical case marking did not take place. The writers assert that case marking must be depended on if the word order is something other than SOV. In addition, they propose that the input received in certain contexts by the learners might provide an explanation for these results.
6. Kempe, Vera & MacWhinney, Brian (1999). The acquisition of case marking by adult learners of Russian and German. Studies in Second Language Acquisiton, 21, 543-587.
This article presents a study that explores the acquisition of case marking by adult native speakers of English learning German and Russian. The researchers explored the learning of morphological case marking through the differences between two approaches: the rule-based approach (learning is influenced by paradigms and the association approach ( learning is determined by the presentation of appropriate cues of inflections). The analysis revealed that the learners of German depend on animacy for sentence interpretation because inflectional cues are not as strong in German as they are in Russian. Furthermore, the findings strengthen the claim that L2 learning by adults is associative; that is, imput plays a very important role.