This study investigated how repeating a video‐lecture‐based task affects second language (L2) learners’ processing and incidental acquisition of technical vocabulary as well as the relationship between processing and lexical gains. The participants were 75 Chinese learners of L2 English. Thirty participants performed the task once (control group), whereas another 30 participants did the same task three times (repetition group). The two groups then completed unannounced vocabulary posttests. The remaining participants engaged in stimulated recall after performing the task once, twice, or three times. The repetition group made greater gains in vocabulary knowledge than the control group, and the repetition group's visual attention to the target words declined during repeated viewing. The amount of attention to the target words emerged as a predictor of delayed meaning recall, with task repetition decreasing the strength of this relationship. Stimulated‐recall participants repeating the task reported increased awareness of specific aspects of the target words.

中文翻译：

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任务重复对通过基于视频讲座的任务处理和获得技术词汇的影响：一项混合方法研究


本研究调查了重复基于视频讲座的任务如何影响第二语言 （L2） 学习者的处理和偶然获得技术词汇，以及处理与词汇获得之间的关系。参与者是 75 名 L2 英语的中文学习者。30 名参与者执行了一次任务（对照组），而另外 30 名参与者执行了相同的任务 3 次（重复组）。然后，两组完成了未宣布的词汇后测。其余参与者在完成任务一次、两次或三次后进行刺激回忆。重复组在词汇知识方面的收获大于对照组，重复组对目标词的视觉关注在重复观看过程中下降。对目标词的关注量成为延迟意义回忆的预测指标，而任务重复降低了这种关系的强度。重复任务的刺激回忆参与者报告说，对目标词的特定方面的意识有所提高。