YouTube for incidental vocabulary learning
YouTube for incidental vocabulary learning
This empirical study examines the potential of YouTube worldwide trending videos for incidental vocabulary learning for the purposes of academic lectures and seminars at universities in English-speaking countries. YouTube is a popular social media platform that hosts videos of a wide range of genres, including vlogs (video blogs), songs, and news. Although previous studies have examined the potential of movies and TV programmes for incidental vocabulary learning, movies and TV programmes do not capture the wide range of genres that people are exposed to. To date, very little attention has been paid to the potential of YouTube for incidental vocabulary learning for academic listening. In this study, the lexical demands of a bespoke corpus of the transcriptions of YouTube worldwide trending videos were identified. Then, encounters with academic spoken word families with different frequency cut-offs were explored in the corpus of YouTube worldwide trending videos. The results reveal that YouTube trending videos have great potential for incidental vocabulary learning, creating a path from informal learning to academic language development. The present study has significant implications for incidental vocabulary learning through watching YouTube trending videos for adolescent and adult English language learners at the global level. It is recommended that YouTube trending videos are incorporated into EFL/ESL classes for adolescent and adult learners and that L2 learners watch these videos as part of their out-of-class learning activities to enhance their academic listening.
Corpus linguistics, Incidental vocabulary learning, Lexical coverage, YouTube
221-240
Candarli, Duygu
4beb0fad-0664-499b-96aa-c2b9a33b4865
Candarli, Duygu
4beb0fad-0664-499b-96aa-c2b9a33b4865
Candarli, Duygu
(2023)
YouTube for incidental vocabulary learning.
In,
Reynolds, Barry Lee
(ed.)
Vocabulary Learning in the Wild.
Springer Nature, .
(doi:10.1007/978-981-99-1490-6_8).
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Abstract
This empirical study examines the potential of YouTube worldwide trending videos for incidental vocabulary learning for the purposes of academic lectures and seminars at universities in English-speaking countries. YouTube is a popular social media platform that hosts videos of a wide range of genres, including vlogs (video blogs), songs, and news. Although previous studies have examined the potential of movies and TV programmes for incidental vocabulary learning, movies and TV programmes do not capture the wide range of genres that people are exposed to. To date, very little attention has been paid to the potential of YouTube for incidental vocabulary learning for academic listening. In this study, the lexical demands of a bespoke corpus of the transcriptions of YouTube worldwide trending videos were identified. Then, encounters with academic spoken word families with different frequency cut-offs were explored in the corpus of YouTube worldwide trending videos. The results reveal that YouTube trending videos have great potential for incidental vocabulary learning, creating a path from informal learning to academic language development. The present study has significant implications for incidental vocabulary learning through watching YouTube trending videos for adolescent and adult English language learners at the global level. It is recommended that YouTube trending videos are incorporated into EFL/ESL classes for adolescent and adult learners and that L2 learners watch these videos as part of their out-of-class learning activities to enhance their academic listening.
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Restricted to Repository staff only until 12 May 2025.
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e-pub ahead of print date: 12 May 2023
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© The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2023.
Keywords:
Corpus linguistics, Incidental vocabulary learning, Lexical coverage, YouTube
Identifiers
Local EPrints ID: 478489
URI: http://eprints.soton.ac.uk/id/eprint/478489
PURE UUID: 2275d713-c7dc-4b9d-9a09-eb549fc14fd0
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Date deposited: 04 Jul 2023 17:21
Last modified: 06 Jun 2024 02:16
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Author:
Duygu Candarli
Editor:
Barry Lee Reynolds
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