Effects of Text Modification and Learning Condition on EFL Vocabulary Learning
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Abstract
This study investigated whether reading elaborated text would facilitate intentional and incidental learning of foreign language vocabulary. 211 Korean learners of English as a foreign language at university level were asked to read unmodified or elaborated text under an intentional or an incidental vocabulary learning condition and to take a reading comprehension test. Right after the treatment, an immediate vocabulary posttest, and one week later, both a delayed vocabulary posttest and a cloze test, were administered. The results indicated that: a) incidental vocabulary learning through reading was possible with these learners although the amount of such learning was small, but significant; b) elaborated text better facilitated vocabulary learning from reading than unmodified text although the difference between the two text types was not statistically significant; and c) intentional vocabulary learning from reading was better than incidental vocabulary learning, regardless of the text modification type, on both immediate and delayed vocabulary posttests. This study also suggested pedagogic implications of the research findings to foreign language reading and vocabulary teaching.
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