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    The Effects of Inference-Training and Text Repetition on Chinese Learners' Incidental Vocabulary Acquisition While Listening

    250669.pdf (260.6Kb)
    Access Status
    Open access
    Authors
    Ellis, Rod
    Le, C.
    Date
    2016
    Type
    Journal Article
    
    Metadata
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    Citation
    Ellis, R. and Le, C. 2016. The Effects of Inference-Training and Text Repetition on Chinese Learners' Incidental Vocabulary Acquisition While Listening. Chinese Journal of Applied Linguistics. 39 (2): pp. 137-152.
    Source Title
    Chinese Journal of Applied Linguistics
    DOI
    10.1515/cjal-2016-0009
    ISSN
    2192-9505
    School
    School of Education
    URI
    http://hdl.handle.net/20.500.11937/51345
    Collection
    • Curtin Research Publications
    Abstract

    This article reports a study of the effects of inference training and text repetition on Chinese university students’ performance of two listening information-transfer tasks that provided built-in measures of their comprehension and opportunities for the acquisition of ten unknown target words embedded in the listening texts. One group just listened to the text once, a second group three times, while the third listened three times and received inference-training support. The results showed that text repetition had a positive effect on both comprehension and vocabulary acquisition. However, the inference-training had no additional effect. The study lends support to the findings of previous studies which have shown that repeated opportunities to process oral input have a positive effect on listening comprehension and extends these studies by showing that it also facilitates incidental vocabulary acquisition.

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