Vocabulary Acquisition of Students of English as a Second Language: The Effect of Formal and Informal Input

The vocabulary learned over a six-week period by adult beginning ESL students was examined to see what effect various elements of the formal and informal input had on determining which items were learned. Six input variables were examined in an analysis of covariance: (1) frequency of the word in class, (2) rank frequency of the word, (3) part of speech of the word, (4) cognate relationship of the word with the Ss’ Ll, (5) whether the word was overtly taught, and (6) whether the word was abstract or concrete. The findings showed that : (1) approximately half of the learned words were never or minimally used in class, (2) the class frequency of a word had a significant effect on its acquisition, (3) the rank frequency of a word did not have a significant effect on its acquisition, (4) the part of speech of a word did not significantly affect its acquisition, (5) cognates were learned more readily than were non-cognates, (6) overtly taught words were learned more readily than were untaught words, and (7) whether a word was abstract or concrete did not significantly affect its acquisition.

Thesis Author: Bell, Wendy J.

Year Completed: 1983

Thesis Chair: Ray Graham