Incidental Vocabulary Learning by Assessing Frequency of Word Occurrence in a Graded Reader: Love or Money

Abstract

Twenty tertiary level EFL learners participated in a reading program exploring incidental vocabulary learning measured by 30 substituted nonwords within five groups of frequency level in a graded reader, Love or Money. Two nouns, verbs, and adjectives were included in each group of frequency level. A three-aspect measurement and a semi-structured face-to-face interview were used in this study. The findings showed that, overall, the acquisition order of the three aspects was first word form, then word meaning, finally word usage. Incidental vocabulary learning was affected by the frequency of word occurrence, and the learners showed a better proficiency in the words with a higher frequency level. It appeared that, to have a 50% chance of recognizing the word form, exposure to target words more than eight times was necessary. However, exposure to the word more than 14 times was needed for a 50% chance of recalling the word meaning and usage. For the new words that occurred only 1 time or up to 4-6 times, it would be very difficult for the learners to master the word knowledge. In addition, based on the learning outcome of word meaning and usage, the learning difficulties of nouns, verbs, and adjectives were found to vary. It appeared that learning the meaning and usage of verbs were easier than nouns, and nouns were easier to be learned than adjectives.