This article tends to investigate the lexical processing strategies adopted by 12 elementary level participants while doing reading-for-comprehension activities together with the effectiveness of these strategies on the retention of new vocabulary items in incidental vocabulary acquisition. The participants who took part in the research studied at an English Preparatory School in Turkey. Through these procedures, incidental vocabulary acquisition through reading for-comprehension tasks were aimed to be investigated since the Input Hypothesis suggests that incidental learning of vocabulary can be attained through reading. During the reading process, the adopted strategies were investigated through the introspective data gathered by the researcher. Later, the participants attended to a reading comprehension process and finally the participants participated in a post-test which is known to be the „Vocabulary Knowledge Scale‟. Through this scale the rate of retention of the participants for each vocabulary item was identified in accordance with related scoring procedures. The adopted strategies were then categorized in relation to the cognitive processing styles. Through this treatment the effectiveness of retention through implicit and explicit processing in incidental vocabulary acquisition was examined. The findings suggest that implicit processing strategies result to be more effective in terms of incidental vocabulary acquisition.
Anderson, J. R. (1985). Cognitive psychology and its implications. A series of books in psychology.
Ellis, N. C. (1994). Implicit and explicit language learning. Implicit and explicit learning of languages, 79-114.
Ellis, R. (2005). Measuring implicit and explicit knowledge of a second language: A psychometric study. Studies in Second Language Acquisition, 27(2), 141-172.
Ender, A. (2014). Implicit and explicit cognitive processes in incidental vocabulary acquisition. Applied Linguistics, 37(4), 536-560.
Fraser, C. A. (1999). Lexical processing strategy use and vocabulary learning through reading. Studies in Second Language Acquisition, 21(2), 225-241.
Gass, S. (1999). Incidental Vocabulary Learning. Studies in Second Language Acquisition, 21(2), 225-41
Hulstijn, J. H. (1992). Retention of inferred and given word meanings: Experiments in incidental vocabulary learning. In J. L. A. Pierre, & H. Béjoint (Eds.), Vocabulary and applied linguistics (pp. 113-125). London, UK: Macmillan.
Hulstijn, J. H. (2005). Theoretical and empirical issues in the study of implicit and explicit second-language learning: Introduction. Studies in Second Language Acquisition, 27(2), 129-140.
Hulstijn, J. H. (2008). Incidental and intentional learning. The Handbook of Second Language Acquisition, 349-381.
Joe, A. (1998). What effects do text-based tasks promoting generation have on incidental vocabulary acquisition?. Applied Linguistics, 19(3), 357-377.
Krashen, S. (1989). We acquire vocabulary and spelling by reading: Additional evidence for the input hypothesis. The Modern Language Journal, 73(4), 440-464.
Laufer, B. (1990). Ease and difficulty in vocabulary learning: Some teaching implications. Foreign Language Annals, 23(2), 147-155.
Laufer, B., & Hulstijn, J. (2001). Incidental vocabulary acquisition in a second language: The construct of task-induced involvement. Applied linguistics, 22(1), 1-26.
Paribakht, T. S., & Wesche, M. (1997). Vocabulary enhancement activities and reading for meaning in second language vocabulary acquisition. Second Language Vocabulary Acquisition: A Rationale for Pedagogy, 55(4), 174-200.
Paribakht, T. S., & Wesche, M. (1999). Reading and “incidental” L2 vocabulary acquisition. Studies in Second Language Acquisition, 21(2), 195-224.
Williams, J. N. (2005). Learning without awareness. Studies in Second Language Acquisition, 27(2), 269-304.