The present study investigated the effects of English songs on morphological development-- inflection, derivation, and compound words. Fifty Chinese EFL students were involved in this study. Two tests were administered to each learner immediately before and after the study. Results from the pre-tests revealed that all three groups with different vocabulary sizes brought some morphological knowledge to the study. The findings exhibited some evidence to support the fact that teaching through English songs can lead to the development of learner＇s receptivity to morphology. However, exposure to the song was insufficient to develop productive knowledge in most of the learners. The study also revealed that groups with smaller vocabulary tended to achieve lower scores than groups with larger vocabulary. Based on these results and previous findings, pedagogical implications were made.
This study investigated the effects of the frequency at which English as a foreign language （EFL） students were exposed to words from the input modes of reading and listening. Accordingly, 15 words of three frequency groups were selected. A total of 60 Chinese EFL students were recruited. The four test types of recall of form, recognition of form, recall of meaning, and recognition of meaning were administered to measure participants＇ ability in building a form-meaning link. Immediate posttests were administered for assessing vocabulary development, and delayed posttests were administered two weeks later for assessing retention. The results revealed that new words could be learned incidentally in both modes, but more word knowledge was gained in reading. The effect of word exposure frequency on incidental vocabulary gains was significant for the four test types in both of the two modes. Since only partial word knowledge was acquired by both modes, it appeared that for the two modes to be a valuable source for incidental vocabulary learning, not only word exposure frequency, but also elaborate woM processing is needed. Relevant implications for teaching and learning vocabulary are discussed.
