TY - JOUR
T1 - A Lexicographical Perspective to Intentional and Incidental Learning
T2 - Approaching an Old Question from a New Angle
AU - Tarp, Sven
PY - 2022/7
Y1 - 2022/7
N2 - Second-language learning is a complex process that combines text reception (reading, listening) and text production (writing, talking). Applied linguistics usually distinguishes between intentional and incidental learning. The academic literature contains various definitions of these concepts, especially in connection with reading. The paper explores L2 learning from a lexico-graphical perspective and redefines the two terms based on parameters like flow, focus, and inter-ruption. It then focuses on digital dictionaries integrated into e-readers, learning apps, and writing assistants, and argues that this integration, so far, has not been particularly successful due to a number of negative factors. As an alternative, the paper provides examples of how lexicographical data could be filtered and presented in pop-up windows to serve both incidental and intentional learning. The former requires instantaneous, contextualized, and discreet assistance with an abso-lute minimum of lexicographical data, whereas the latter presupposes easy access to relevant addi-tional data. Finally, the paper discusses the techniques and technologies required to guarantee this approach.
AB - Second-language learning is a complex process that combines text reception (reading, listening) and text production (writing, talking). Applied linguistics usually distinguishes between intentional and incidental learning. The academic literature contains various definitions of these concepts, especially in connection with reading. The paper explores L2 learning from a lexico-graphical perspective and redefines the two terms based on parameters like flow, focus, and inter-ruption. It then focuses on digital dictionaries integrated into e-readers, learning apps, and writing assistants, and argues that this integration, so far, has not been particularly successful due to a number of negative factors. As an alternative, the paper provides examples of how lexicographical data could be filtered and presented in pop-up windows to serve both incidental and intentional learning. The former requires instantaneous, contextualized, and discreet assistance with an abso-lute minimum of lexicographical data, whereas the latter presupposes easy access to relevant addi-tional data. Finally, the paper discusses the techniques and technologies required to guarantee this approach.
KW - Context-awareness
KW - E-readers
KW - E-reading tools
KW - Incidental learning
KW - Integrated dictionaries
KW - Intentional learning
KW - Intuitive use
KW - Learning apps
KW - Lexicographical contextualization
KW - Writing assistants
KW - Context-awareness
KW - E-readers
KW - E-reading tools
KW - Incidental learning
KW - Integrated dictionaries
KW - Intensional learning
KW - Intuitive use
KW - Learning apps
KW - Lexicographical contextualization
KW - writing assistants
UR - http://www.scopus.com/inward/record.url?scp=85135025800&partnerID=8YFLogxK
U2 - 10.5788/32-2-1703
DO - 10.5788/32-2-1703
M3 - Journal article
SN - 1684-4904
VL - 32
SP - 203
EP - 222
JO - Lexikos
JF - Lexikos
IS - 2
ER -