Restricted Access Thesis
This study seeks to compare robust vocabulary instruction with incidental vocabulary acquisition in adult English language learners (ELLs) and builds on Beck, McKeown, and Kucan's (2002, 2008) prior work on the subject. Nine adult Arabic, Chinese, Kazakh, Portuguese, and Spanish speakers completed pre-tests, two separate readings, post-tests, delayed post-tests, robust vocabulary activities, and an open-ended questionnaire. The first data collection technique examined how participants learned new vocabulary incidentally. The second data collection technique examined how participants learned new vocabulary following robust vocabulary instruction. The third data collection technique examined participants' preferences for learning vocabulary. Results suggest that there was a positive relationship between robust vocabulary instruction and vocabulary acquisition and decreasing recall of new words when no instruction was applied.
Pond, Adrienne, "The comparison of robust vocabulary instruction and incidental vocabulary acquisition in advanced adult, international, academically-oriented, English language learners" (2011). School of Education and Leadership Student Capstone Theses and Dissertations. 474.