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The effects of repetition and sentential constraint on implicit vocabulary learning
The research takes the frequency of vocabulary exposure and the sentential constraint as the independent variables and then takes the scores of a vocabulary test as the dependent variable. The participants in this experiment were learners of Chinese as a second language in Taiwan, and their Chinese ability was of intermediate level. After reading all the sentences, each participant was asked to take a vocabulary translation test which represented the result of one’s vocabulary acquisition. The showed that both dependent variables—frequency and sentence constraint had significant effects on implicit vocabulary learning. In other words, when learners had more frequent exposure to a vocabulary, the vocabulary could be acquired by learners more easily; when a vocabulary was displayed in high constraint sentences, it was more likely to be acquired by learners. The teaching implications of, or insight provided by, the results of the experiment are as follows. First, we should increase the frequency of vocabulary exposure in Chinese classes and Chinese teaching materials; secondly, we should place new words in high constraint sentences to help learner’s acquisition. This research also provides a reading material that includes the vocabularies and high constrain sentences used in the experiment as a reference for future research.
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