Schmitt, N. (2008). Instructed second language vocabulary learning. Language Teaching Research, 12(3),

Incidental learning (Problem that there’s a limit to the number of vocab items the teacher can deliberately teach, so need lots of reading as well.) Effectiveness of incidental vocab learning from reading discouragingly low: but Piagada and Schmidt found partial learning. probably more partial than full, and prone to forgetting (unless reinforced) Number of exposures necessary not clear – various pieces of research: from Incidental learning best as a way of reinforcing words already learnt, and deepening of knowledge

Incidental acquisition from listening On the whole, low uptake. But can supplement reading: uptake better when both listening and reading, and when a variety of voices. Incidental acquisition from extensive reading Use of graded readers recommended (can’t understand ‘authentic’ ones well enough) The key variable is sheer amount. Inferencing from context Major strategy used by learners Higher-proficiency learners guessed best Probably inferencing skills need to be taught

Glossing Glosses help: Better than dictionary (research). Doesn’t seem to matter too much if L1 or L2 as long as the learner readily understands. In margin better than immediately after the word Adding explicit activities to implicit learning situations Glosses Exchanging information with peers Intentional follow-up learning tasks

Summarizing the research Principle 1: Provide opportunities for incidental vocabulary learning Principle 2: Diagnose which of the 3000 most common words learners need to study Principle 3: Provide opportunities for intentional learning Principle 4: Provide opportunities for elaborating vocabulary knowledge Principle 5: Provide opportunities for developing fluency with known vocabulary Principle 6: Experiment with guessing from context Principle 7; Examine different kinds of dictionaries and teach students how to use them

But also Learners need a large vocabulary: a primary target Vocabulary learing is a complex and gradual procees: need for different approaches and methods at different points The meaning-form link is primary: evidence that intentional learning is best for this Once this is established – essential to consolidate with repeated exposures It is important to enhance learning of different aspects of a new item Make sure learners maintain maximum amount of engagement possible with lexical items incidental/intentional are complementary; both are necessary. maximizing sustained engagment with vocabulary.

Criticisms Over-estimates importance of inferencing for vocabulary learning Doesn’t stress place for study / memorizing as important for learning Focused ‘engagement’ encouraged: BUT: Mondria and Barcroft studies Recommendation that teachers find frequency lists unrealistic (Principle 2) Looking up in dictionary: how useful is it?