Stuart Webb

swebb27@uwo.ca
88602
FEB 1026

After completing his undergraduate degree at Western, Stuart Webb did an MA in TESL/TEFL at the University of Birmingham, and a PhD in Applied Linguistics at Victoria University of Wellington. Prior to joining the Faculty of Education at Western University in 2015, he taught English as a foreign language in China and Japan for many years, and more recently taught Applied Linguistics and TESOL for graduate programs in Japan, Singapore, and New Zealand.

Stuart conducts research on second language acquisition, particularly incidental vocabulary learning through reading, listening, and watching television, as well as how words can be taught effectively. His research has investigated the teaching and learning of both single-word items and collocations and has looked at questions such as: How many words do English as a foreign language students learn per year? How many words do we need to know to understand television programs and movies? How many times do we need to encounter words during reading in order to learn them? Which words have the greatest value to learners and deserve attention in the classroom? How can we measure vocabulary learning? His research has included corpus-driven studies of the vocabulary in different discourse types and quantitative studies of vocabulary learning. His work has appeared in journals such as Applied Linguistics, Studies in Second Language Acquisition, Language Learning, and TESOL Quarterly. He is co-author (with Paul Nation) of Researching and Analyzing Vocabulary (Heinle, 2011) and serves on the editorial boards of a number of international Applied Linguistics and TESOL journals.

Resources for teaching, learning, and researching vocabulary:

Vocabulary tests

Word lists

Recent Publications

Books

Webb, S. (Ed.). (2020). Approaches to Learning, Testing, and Researching L2 Vocabulary.
Amsterdam: John Benjamins Publishing Company.

Webb, S. (Ed.). (2020). The Routledge Handbook of Vocabulary Studies. London:
Routledge.

Webb, S. (Ed.). (2018). Approaches to learning, testing, and researching L2 vocabulary.
Special issue of ITL: International Journal of Applied Linguistics, 169(1), 1-231. Amsterdam: John Benjamins Publishing Company.

Webb, S., & Nation, I.S.P. (2017). How Vocabulary is Learned. Oxford: Oxford University
Press.

Webb, S. (Ed.). (2016). Vocabulary: Critical Concepts in Linguistics (Vols. 1-4). New York:
Routledge.

Nation, I.S.P., & Webb, S. (2011). Researching and Analyzing Vocabulary. Boston, MA:
Heinle.

Articles and Chapters

Webb, S., Uchihara, T., & Yanagisawa, A. (to appear). How effective is incidental vocabulary learning? A meta-analysis. Language Teaching.

Dang, T.N.Y., Lu, C., & Webb, S. (to appear). Open access academic lectures as sources for incidental vocabulary learning: Examining the role of input mode, frequency, type of vocabulary, and elaboration. Applied Linguistics. https://doi.org/10.1093/applin/amac044

Iwaizumi, E., & Webb, S. (to appear). To what extent do learner- and word-related variables affect production of derivatives? Language Learning. https://doi.org/10.1111/lang.12524

Uchihara, T., Webb, S., Saito, K., & Trofimovich, P. (to appear). Frequency of exposure influences accentedness and comprehensibility in learners’ pronunciation of second language words. Language Learning. https://doi.org/10.1111/lang.12517

Dang, T.N.Y., Webb, S., & Coxhead, A. (2022). The relationships between lexical coverage, learner knowledge, and teacher perceptions of the usefulness of high-frequency words. Foreign Language Annals, 55, 1212-1230. https://doi.org/10.1111/flan.12663

Jin, Z., & Webb, S. (to appear). Does writing words in notes contribute to L2 vocabulary learning? Language Teaching Research. https://doi.org/10.1177/13621688211062184

Dang, T.N.Y., Lu, C., & Webb, S. (2022). Incidental learning of collocations in academic lectures: Effects of input mode, frequency, strength of association, elaboration, and type of vocabulary. Language Learning, , 72(3), 728-764. https://doi.org/10.1111/lang.12499

Dang, T.N.Y., Lu, C., & Webb, S. (2022). Incidental learning of single words and collocations through viewing an academic lecture. Studies in Second Language Acquisition, 44(3), 708-736. https://doi.org/10.1017/S0272263121000474

Uchihara, T., Webb, S., Saito, K., & Trofimovich, P. (2022). Does mode of input affect how second language learners create form-meaning connections and pronounce second language words? Modern Language Journal, 106(2), 351-370. https://doi.org/10.1111/modl.12775

Dang, T. N. Y., Webb, S., & Coxhead, A. (2022). Evaluating lists of high-frequency words: Teachers’ and learners’ perspectives. Language Teaching Research, 26(4), 617-641. https://doi.org/10.1177/1362168820911189

Webb, S. (2022). Second language vocabulary. Oxford Bibliographies in Linguistics. New York: Oxford University Press. DOI: 10.1093/OBO/9780199772810-0289

Webb, S., & Chang, A. C-S. (2022). How does mode of input affect the incidental learning of collocations? Studies in Second Language Acquisition, 44(1), 35-56. https://doi.org/10.1017/S0272263120000297

Kim, S.K., & Webb, S. (2022). The effects of spaced practice on second language learning: A meta-analysis. Language Learning, 72(1), 269-319.

Uchihara, T., Webb, S., Saito, K., & Trofimovich, P. (2022). The effects of talker variability and frequency of exposure on acquisition of spoken word knowledge. Studies in Second Language Acquisition, 44(2), 357-380. https://doi.org/10.1017/S0272263121000218

Kim, S.K., & Webb, S. (2022). Individual difference factors for L2 vocabulary. In S. Li, Hiver & M. Papi (Eds.) The Routledge Handbook of Second Language Acquisition and Individual Differences. (pp. 282-293). London: Routledge.

Uchihara, T., & Webb, S. (2022). Materials for teaching vocabulary. In J. Norton & H.Buchanan (Eds.) The Routledge Handbook of Materials Development for Language Teaching. (pp. 202-217). London: Routledge.

Webb, S. (2022). Innovation in measures of breadth and depth of vocabulary knowledge. In P. Szudarski & S. Barclay (Eds.) Vocabulary Theory, Patterning and Teaching. (pp. 11-20). Bristol, UK: Multilingual Matters.

Yanagisawa, A., & Webb, S. (2021). Involvement Load Hypothesis Plus: Creating an improved predictive model of incidental vocabulary learning. Studies in Second Language Acquisition. Advance online publication. https://doi.org/10.1017/S0272263121000577

Iwaizumi, E., & Webb, S. (2021). Measuring L1 and L2 productive derivational knowledge: How many derivatives can L1 and L2 learners with differing vocabulary levels produce? TESOL Quarterly, 56(1), 100-129. https://doi.org/10.1002/tesq.3035

Iwaizumi, E., & Webb, S. (2021). To what extent does productive derivational knowledge of adult L1 speakers and L2 learners at two educational levels differ? TESOL Journal, 12(4), 1-22.

Dang, T. N. Y., Coxhead, A., & Webb, S. (2021). Vocabulary in academic spoken English. New Zealand Studies in Applied Linguistics, 26(2), 1-16.

Laufer, B., Webb, S., Yohanan, B., & Kim, S.K. (2021). How well do learners know derived words in a second language? The effect of proficiency, word frequency, and type of affix. ITL - International Journal of Applied Linguistics, 172(2), 229-258.

Webb, S. (2021). Research investigating lexical coverage and lexical profiling: What we know, what we don’t know, and what needs to be examined. Reading in a Foreign Language, 33(2), 287-302.

Webb, S. (2021). A different perspective on the limitations of size and levels tests of written receptive vocabulary knowledge. Studies in Second Language Acquisition, 43(2), 454-461.

Yanagisawa, A., & Webb, S. (2021). To what extent does the involvement load hypothesis predict incidental L2 vocabulary learning? A meta-analysis. Language Learning, 71(2), 487-536.

Webb, S., Yanagisawa, A., & Uchihara, T. (2020). How effective are intentional vocabulary learning activities? A meta-analysis. Modern Language Journal, 104(4), 715-738.

Rodgers, M.P.H., & Webb, S. (2020). Incidental vocabulary learning through watching television. ITL - International Journal of Applied Linguistics, 171(2), 191-220.

Jin, Z., & Webb, S. (2020). Incidental vocabulary learning from listening to teacher talk. Modern Language Journal, 104(3), 550-566.

Sasao, Y., & Webb, S. (2020). The guessing from context test. In S. Webb (Ed.) Approaches
to Teaching, Learning, Testing, Researching L2 Vocabulary. (pp. 117-142). Amsterdam: John Benjamins Publishing Company.

Webb, S., & Piasecki, A. (2020). Re-examining the effects of word writing on vocabulary learning. In S. Webb (Ed.) Approaches to Teaching, Learning, Testing, Researching L2 Vocabulary. (pp. 73-94). Amsterdam: John Benjamins Publishing Company.

Webb, S., & Peters, E. (2020, June 28). Watching foreign-language TV during the coronavirus pandemic can help you learn a new language. The Conversation.
https://theconversation.com/watching-foreign-language-tv-during-the-coronavirus-pandemic-can-help-you-learn-a-new-language-141170

Feng, Y., & Webb, S. (2020). Learning vocabulary through reading, listening, and viewing: Which mode of input is most effective? Studies in Second Language Acquisition, 42(3), 499-523.

Dang, T.N.Y., & Webb, S. (2020). Vocabulary instruction and good language teaching. In
C. Griffiths & Z. Tajeddin (Eds.) Lessons from Good Language Teachers (pp. 203-218). Cambridge: Cambridge University Press.

Yanagisawa, A., & Webb, S. (2020). Measuring depth of vocabulary knowledge. In
S. Webb (Ed.) The Routledge Handbook of Vocabulary Studies (pp. 371-386). New York: Routledge.

Webb, S. (2020). Incidental vocabulary learning. In S. Webb (Ed.) The Routledge
Handbook of Vocabulary Studies (pp. 225-239). New York: Routledge.

Webb, S. (2020). Introduction. In S. Webb (Ed.) The Routledge Handbook of Vocabulary Studies (pp. 1-12). New York: Routledge.

Webb, S., & Nation, P. (2020). Teaching vocabulary. In C.A. Chappelle (Ed.)The Concise Encyclopedia of Applied Linguistics. (pp. 1078-1084). Oxford, UK:Wiley-Blackwell.

Yanagisawa, A., Webb, S., & Uchihara, T. (2020). How do different forms of glossing contribute to L2 vocabulary learning from reading? A meta-regression analysis. Studies in Second Language Acquisition, 42(2), 411-438.

Webb, S., & Macalister, J. (2019). Why might children’s literature be difficult for non-native speakers of English? Reading in a Foreign Language, 31(2), 305-310.

Pavia, N., Webb, S., & Faez, F. (2019). Incidental vocabulary learning from listening to L2 songs. Studies in Second Language Acquisition, 41(4), 745-768. https://doi.org/10.1017/S0272263119000020

Uchihara, T., Webb, S., & Yanagisawa, A. (2019). The effects of repetition on incidental vocabulary learning: A meta-analysis of correlational studies. Language Learning, 69(3), 559-599.

Nurmukhamedov, U., & Webb, S. (2019). Research timeline: Lexical coverage. Language Teaching, 52(2), 188-200.

Webb, S. (2019). Helping students become autonomous learners of vocabulary. TESOL Connections, 1-4.

Macalister, J., & Webb, S. (2019). Can L1 children's literature be used in the English language classroom? High frequency words in writing for children. Reading in a Foreign Language, 31, 62-80.

Appel, R., Trofimovich, P., Saito, K., Isaacs, T., & Webb, S. (2019). Lexical aspects of comprehensibility and nativeness from the perspective of native-speaking English raters. ITL - International Journal of Applied Linguistics, 170(1), 24-52.

Mizumoto, A., Sasao, Y., and Webb, S. (2019). Developing and evaluating a computerized adaptive testing version of the Word Part Levels Test. Language Testing, 36(1), 101-123.

Zhang, Z., & Webb, S. (2019). The effects of bilingual reading on vocabulary learning. Reading in a Foreign Language, 31, 109-139.

Peters, E., & Webb, S. (2018). Incidental vocabulary acquisition through watching a single episode of L2 television. Studies in Second Language Acquisition, 40(3), 551-577.

Webb (2018). Advanced lexical development. In P. Malovhr & A. Benati (Eds.) Handbook of Advanced Proficiency in Second Language Acquisition (pp. 401-418). Oxford, UK: Wiley-Blackwell.

Webb, S. (2018). Guest editorial. ITL - International Journal of Applied Linguistics, 169(1),1-4.

Sasao, Y., & Webb, S. (2018). The guessing from context test. ITL - International Journal of Applied Linguistics, 169(1), 115-141.

Webb, S., & Piasecki, A. (2018). Re-examining the effects of word writing on vocabulary learning. ITL - International Journal of Applied Linguistics, 169(1), 72-93.

Boers, F. & Webb, S. (2018). Teaching and learning collocation in adult second and foreign language learning. Language Teaching, 51(1), 77-89.

Dang, T.N.Y., Coxhead, A., & Webb, S. (2017). The Academic Spoken Word List. Language Learning, 67(4), 959-997.

Webb, S., Sasao, Y., & Ballance, O. (2017). The updated Vocabulary Levels Test: Developing and validating two new forms of the VLT. ITL - International Journal of Applied Linguistics, 168(1), 34-70.

Nguyen, T. M. H., & Webb, S. (2017). Examining second language receptive knowledge of collocation and factors that affect learning. Language Teaching Research, 21(3), 298-320.

Rodgers, M.P.H., & Webb, S. (2017). Do captions improve EFL learners’ comprehension of
English-language television programs? CALICO Journal, 34(1), 20-38.

Saito, K., Trofimovich, P., Isaacs, T., & Webb, S. (2017). Re-examining phonological and lexical correlates of second language comprehensibility: The role of rater experience. In T. Isaacs & P. Trofimovich (Eds.) Interfaces in second language pronunciation assessment: Interdisciplinary perspectives (pp.131-146). Multilingual Matters.

Sasao, Y., & Webb, S. (2017). The word part levels test. Language Teaching Research, 21(1), 12-30.

Nakata, T., & Webb, S. A. (2017). Vocabulary learning exercises: Evaluating a selection of exercises commonly featured in language learning materials. In B. Tomlinson (Ed.), Second Language Acquisition Research and Materials Development for Language Learning (pp. 123-138). Oxon, UK: Taylor and Francis.

Dang, T.N.Y., & Webb, S. (2016). Evaluating lists of high frequency vocabulary. ITL - International Journal of Applied Linguistics, 167(2), 132-158.

Saito, K., Webb, S., Trofimovich, P., & Isaacs, T. (2016). Lexical profiles of comprehensible second language speech: The role of appropriateness, fluency, variation, sophistication, abstractness and sense relations. Studies in Second Language Acquisition, 38(4), 677-701.

Dang, T. N. Y., & Webb, S. (2016). Making an essential word list for beginners. In I. S. P. Nation, Making and Using Word Lists for Language Learning and Testing (pp. 153-167, 188-195). Amsterdam: John Benjamins.

Saito, K., Webb, S., Trofimovich, P., & Isaacs, T. (2016). Lexical correlates of second language speaking proficiency: Comprehensibility versus accentedness. Bilingualism: Language and Cognition, 19(3), 597-609.

Nakata, T., & Webb, S. (2016). Does studying vocabulary in smaller sets increase learning?
Effects of part and whole learning on second language vocabulary acquisition. Studies in Second Language Acquisition, 38(3) 523-552.

Webb, S., & Chang, A. C-S. (2016). Second language vocabulary growth. In S. Webb (Ed.) Vocabulary: Critical Concepts in Linguistics (Vol. 1, pp. 161-176). New York: Routledge. (reprinted from RELC Journal, 43(1), 113-126.)

Webb, S. (2016). The effects of repetition on vocabulary knowledge. In S. Webb (Ed.) Vocabulary: Critical Concepts in Linguistics (Vol. 2, pp. 175-193). New York: Routledge. (reprinted from Applied Linguistics, 28(1), 46-65.)

Webb, S., & Rodgers, M.P.H. (2016). The vocabulary demands of television programs. In S.Webb (Ed.) Vocabulary: Critical Concepts in Linguistics (Vol. 2, pp. 317-344). New York: Routledge. (reprinted from Language Learning, 59(2), 335-366.)

Webb, S. (2016). Learning vocabulary in activities. In S. Webb (Ed.) Vocabulary: Critical Concepts in Linguistics (Vol. 3, pp. 227-240). New York: Routledge. (reprinted from Innovation and Creativity in ELT Methodology, pp. 121-133, by H. Puji Widodo & A. Cirocki (Eds.), 2013. New York: Nova.)

Webb, S. (2016). Receptive and productive vocabulary learning: the effects of reading and writing on word knowledge. In S. Webb (Ed.) Vocabulary: Critical Concepts in Linguistics (Vol. 3, pp. 296-315). New York: Routledge. (reprinted from Studies in Second Language Acquisition, 2005, 27(1), 33-52.)

Boers, F., Demecheleer, M., Coxhead, A., & Webb, S. (2016). Gauging the effectiveness of exercises on verb-noun collocations. In S. Webb (Ed.) Vocabulary: Critical Concepts in Linguistics (Vol. 4, pp. 287-309). New York: Routledge. (reprinted from Language Teaching Research, 2014, 18(1), 50-70.)

Webb, S., Newton, J., & Chang, A. C-S. (2016). Incidental learning of collocation. In S. Webb (Ed.) Vocabulary: Critical Concepts in Linguistics (Vol. 4, pp. 353-378). New York: Routledge. (reprinted from Language Learning, 2013, 63(1), 91-120.)

Siyanova-Chanturia, A., & Webb, S. (2016). Teaching vocabulary in the EFL context. In W.A. Renandya & H. P. Widodo (Eds.) English Language Teaching Today: Building a Closer Link between Theory and Practice (pp. 227-239). Switzerland: Springer International Publishing.

Rodgers, M.P.H., & Webb, S. (2016). Listening to lectures. In K. Hyland & P. Shaw (Eds.) The Routledge Handbook of English for Academic Purposes (pp. 165-176). London: Routledge.

Webb, S. (2016). Learning vocabulary through meaning-focused input: Replication of Elley (1989) and Liu & Nation (1985). Language Teaching, 49(1), 129-140.

Paribakht, T.S., & Webb, S. (2016). The relationship between academic vocabulary coverage and scores on a standardized English proficiency test. Journal of English for Academic Purposes, 21, 121-132.

Webb, S. (2015). Researching vocabulary in the EFL context: A commentary on four studies for JALT Vocabulary SIG. Vocabulary Learning and Instruction, 4(2), 83-94, doi: http://dx.doi.org/10.7820/vli.v04.1.webb

Webb, S. (2015). Repeated reading. Contact, 41(3), 11-15.

Webb, S. & Chang, A, C-S. (2015). How does prior word knowledge affect vocabulary learning progress in an extensive reading program? Studies in Second Language Acquisition, 37(4), 651-675.

Boers, F., & Webb, S. (2015). Gauging the semantic transparency of idioms: Do natives and learners see eye to eye? In R. R. Heredia & A. B. Cieślicka (Eds.) Bilingual Figurative Language Processing (pp. 368-392). Cambridge: Cambridge University Press.

Webb, S.A. & Chang, A, C-S. (2015). Second language vocabulary learning through extensive reading: How does frequency and distribution of occurrence affect learning? Language Teaching Research, 19(6), 667-686.

Rogers, J., Webb, S. & Nakata, T. (2015). Do the cognacy characteristics of loanwords make them more easily learned than noncognates? Language Teaching Research, 19(1), 9-27.

Webb, S., & Paribakht, T.S. (2015). What is the relationship between the lexical profile of test items and performance on a standardized English proficiency test? English for Specific Purposes, 38, 34-43.

Webb, S. (2015). Extensive viewing: language learning through watching television. In D. Nunan & J.C. Richards (Eds.) Language Learning Beyond the Classroom (pp. 159-168). New York: Routledge.

Webb, S. (2014). Repetition in incidental vocabulary learning. In C. Chappelle (Ed.) Encyclopedia of Applied Linguistics (pp. 1-6). Oxford, UK.: Wiley-Blackwell. DOI:10.1002/9781405198431.wbeal1425

Boers, F., Lindstromberg, S., & Webb, S. (2014). Further evidence of the comparative memorability of alliterative expressions in second language learning. RELC Journal, 45(1), 85-100.

Dang, T.N.Y., & Webb, S. (2014). The lexical profile of academic spoken English. English for Specific Purposes, 33(1), 66-76.

Boers, F., Demecheleer, M., Coxhead, A., & Webb, S. (2014). Gauging the effectiveness of exercises on verb-noun collocations. Language Teaching Research,18(1), 50-70.

Webb, S. (2013). Learning vocabulary in activities. In H. Puji Widodo & A. Cirocki (Eds.) Innovation and Creativity in ELT Methodology (pp. 121-133). New York: Nova.

Webb, S., & Sasao, Y. (2013). New directions in vocabulary testing. RELC Journal, 44(3), 263 - 278.

Macalister, J., & Webb, S. (2013). A response. TESOL Quarterly, 47(4), 852-855.

Webb, S., & Macalister, J. (2013). Is text written for children appropriate for L2 extensive reading? TESOL Quarterly, 47(2), 300-322.

Webb, S., Newton, J., & Chang, A. C-S. (2013). Incidental learning of collocation. Language Learning, 63(1), 91-120.

Webb, S. (2013). Depth of vocabulary knowledge. In C. Chappelle (Ed.) Encyclopedia of Applied Linguistics (pp. 1656-1663). Oxford, UK: Wiley-Blackwell. DOI: 10.1002/9781405198431.wbeal1325

Webb, S. & Nation, I.S.P. (2013). Teaching vocabulary. In C. Chappelle (Ed.) Encyclopedia of Applied Linguistics (pp. 5670-5677). Oxford, UK: Wiley-Blackwell. DOI: 10.1002/9781405198431.wbeal1177

Webb, S. & Nation, I.S.P. (2013). Computer-assisted vocabulary load analysis. In C. Chappelle (Ed.) Encyclopedia of Applied Linguistics (pp. 844-853). Oxford, UK: Wiley-Blackwell. DOI: 10.1002/9781405198431.wbeal0179

Webb, S. (2012). Book review: Wray, Alison (2008). Formulaic Language: Pushing the Boundaries. 2008, pp. xv+ 305. Oxford: Oxford University Press. New Zealand Studies in Applied Linguistics, 18(2), 85-86.

Webb, S.A. & Chang, A, C-S. (2012). Vocabulary learning through assisted and unassisted repeated reading. Canadian Modern Language Review, 68(3), 267-290.

Webb, S.A. (2012). Receptive learning. In N.M. Seel (Ed.) Encyclopedia of the Sciences of Learning (pp. 2783-2785). New York: Springer.

Webb, S.A. & Chang, A, C-S, (2012). Second language vocabulary growth. RELC Journal, 43(1), 113-126.

Nation, I.S.P., & Webb, S. (2011). Content-based instruction and vocabulary learning. In E. Hinkel (Ed.) Volume 2, Handbook of Research in Second Language Teaching and Learning (631-644). New York: Routledge.

Rodgers, M.P.H. & Webb, S. (2011). Narrow viewing: The vocabulary in related television programs. TESOL Quarterly, 45(4), 689-717.

Webb, S. (2011). Selecting television programs for language learning: Investigating television programs from the same genre. International Journal of English Studies, 11(1), 117-136.

Webb, S. & Kagimoto, E. (2011). Learning collocations: Do the number of collocates, position of the node word, and synonymy affect learning? Applied Linguistics, 32(3), 259-276.

Webb, S. (2010). A corpus driven study of the potential for vocabulary learning through watching movies. International Journal of Corpus Linguistics, 15(4), 497-519.

Webb, S. (2010). Pre-learning low frequency vocabulary in second language television programs. Language Teaching Research, 14(4), 501-515.

Webb, S. (2010). Using glossaries to increase the lexical coverage of television programs. Reading in a Foreign Language, 22(1), 201-221.

Webb, S. (2009). The effects of receptive and productive learning of word pairs on vocabulary knowledge. RELC Journal, 40(3), 360-376.

Webb, S. & Rodgers, M.P.H. (2009). The lexical coverage of movies. Applied Linguistics, 30(3), 407-427.

Webb, S. (2009). L2 vocabulary: Perspectives on teaching, learning, testing, and formulaic sequences. Language Teaching, 42(3), 405-414.

Webb, S. & Kagimoto, E. (2009). The effects of vocabulary learning on collocation and meaning. TESOL Quarterly, 43(1), 55-77.

Webb, S. & Rodgers, M.P.H. (2009). The vocabulary demands of television programs. Language Learning, 59(2), 335-366.

Webb, S. (2009). The effects of pre-learning vocabulary on reading comprehension and writing. Canadian Modern Language Review, 65(3), 441-470.

Webb, S. & Nation, I.S.P. (2008). Evaluating the vocabulary load of written text. TESOLANZ Journal, 16, 1-10.

Webb, S. (2008). The effects of context on incidental vocabulary learning. Reading in a Foreign Language, 20, 232-245.

Webb, S. (2008). Receptive and productive vocabulary size. Studies in Second Language Acquisition, 30(1), 79-95.

Webb, S. (2007). The effects of synonymy on vocabulary learning. Reading in a Foreign Language, 19(2), 120-136.

Webb, S. (2007). Learning word pairs and glossed sentences: The effects of a single sentence on vocabulary knowledge. Language Teaching Research, 11(1), 63-81.

Webb, S. (2007). The effects of repetition on vocabulary knowledge. Applied Linguistics, 28(1), 46-65.

Webb, S. (2005). Receptive and productive vocabulary learning: The effects of reading
and writing on word knowledge. Studies in Second Language Acquisition, 27(1),
33-52.

Webb, S. A. (2002). Investigating the effects of learning tasks on vocabulary knowledge. Unpublished PhD Thesis, Victoria University of Wellington, Wellington, New Zealand.

Teaching and Supervision

I supervise students in the MA and PhD programs in Applied Linguistics with topics related to studies of vocabulary. Recent topics have included:

The Effects of Spoken Input on Learning the Spoken Forms of Second Language Words: Studies of Frequency of Exposure, Acoustic Variability, and Mode of Input

Takumi Uchihara, Ph.D. in Applied Linguistics (2021)

Uchihara, T., Webb, S., & Yanagisawa, A. (2019). The effects of repetition on incidental vocabulary learning: A meta-analysis of correlational studies. Language Learning, 69(3), 559-599.

Yanagisawa, A., Webb, S., & Uchihara, T. (2020). How do different forms of glossing contribute to L2 vocabulary learning from reading? A meta-regression analysis. Studies in Second Language Acquisition, 42(2), 411-438.

Uchihara, T., Webb, S., Saito, K., & Trofimovich, P. (to appear). The effects of talker variability and frequency of exposure on acquisition of spoken word knowledge. Studies in Second Language Acquisition.

Uchihara, T., & Webb, S. (to appear). Materials for teaching vocabulary. In J. Norton & H. Buchanan (Eds.) The Routledge Handbook of Materials Development for Language Teaching. (pp. xx-xx). London: Routledge.

Webb, S., Yanagisawa, A., & Uchihara, T. (2020). How effective are intentional vocabulary learning activities? A meta-analysis. Modern Language Journal, 104(4), 715-738.

How can we Predict Incidental L2 Vocabulary Learning? Meta-Analytic Examination of the Involvement Load Hypothesis

Akifumi Yanagisawa, Ph.D. in Applied Linguistics (2021)

Yanagisawa, A., & Webb, S. (to appear). Involvement Load Hypothesis Plus: Creating an improved predictive model of incidental vocabulary learning. Studies in Second Language Acquisition.

Yanagisawa, A., & Webb, S. (2021). To what extent does the involvement load hypothesis predict incidental L2 vocabulary learning? A meta-analysis. Language Learning, 71(2), 487-536.

Yanagisawa, A., Webb, S., & Uchihara, T. (2020). How do different forms of glossing contribute to L2 vocabulary learning from reading? A meta-regression analysis. Studies in Second Language Acquisition, 42(2), 411-438.

Webb, S., Yanagisawa, A., & Uchihara, T. (2020). How effective are intentional vocabulary learning activities? A meta-analysis. Modern Language Journal, 104(4), 715-738.

Uchihara, T., Webb, S., & Yanagisawa, A. (2019). The effects of repetition on incidental vocabulary learning: A meta-analysis of correlational studies. Language Learning, 69(3), 559-599.

Yanagisawa, A., & Webb, S. (2020). Measuring depth of vocabulary knowledge. In S.Webb (Ed.) The Routledge Handbook of Vocabulary Studies (pp. 371-386). New York: Routledge.

Productive derivational knowledge

Emi Iwaizumi, M.A. in Applied Linguistics (2019)

Iwaizumi, E., & Webb, S. (to appear). Measuring L1 and L2 productive derivational knowledge: How many derivatives can L1 and L2 learners with differing vocabulary levels produce? TESOL Quarterly.

Iwaizumi, E., & Webb, S. (2021). To what extent does productive derivational knowledge of adult L1 speakers and L2 learners at two educational levels differ? TESOL Journal, 12(4), 1-22.

Incidental vocabulary learning through listening to teacher talk

Zhouhan Jin, M.A. in Applied Linguistics (2018)

Jin, Z., & Webb, S. (2020). Incidental vocabulary learning from listening to teacher

talk. Modern Language Journal, 104(3), 550-566.

Jin, Z., & Webb, S. (to appear). Does writing words in notes contribute to L2 vocabulary learning? Language Teaching Research. https://doi.org/10.1177/13621688211062184

Incidental learning of L2 technical vocabulary through repeated reading of academic texts

Yuning Wang, M.A. in Applied Linguistics (2018)

How does listening to songs contribute to L2 incidental vocabulary learning?

Niousha Pavia, M.A. in Applied Linguistics (2017)

Pavia, N., Webb, S., & Faez, F. (2019). Incidental vocabulary learning from listening to L2 songs. Studies in Second Language Acquisition, 41(4), 745-768.

Comparing the effects of different modes of input on vocabulary learning

Yanxue Feng, M.A. in Applied Linguistics (2017)

Feng, Y., & Webb, S. (2020). Learning vocabulary through reading, listening, and viewing: Which mode of input is most effective? Studies in Second Language Acquisition, 42(3), 499-523.

A corpus-based comparison between the Academic Word List and the Academic Vocabulary List

Huamin, Qi, M.A. in Applied Linguistics (2016)

Does bilingual reading contribute to vocabulary learning?

Zhiying Zhang, M.A. in Applied Linguistics (2017)

Zhang, Z., & Webb, S. (2019). The effects of bilingual reading on vocabulary learning. Reading in a Foreign Language, 31, 109-139.

Is there a technical vocabulary of newspapers?

Jiahui Zhu, M.A. in Applied Linguistics (2017)

Investigating vocabulary in academic spoken English: Corpora, teachers, and learners

Yen Dang, Ph.D in Applied Linguistics (2017)

2017 winner of the Applied Linguistics Association of New Zealand best PhD thesis award

Dang, T.N.Y., Coxhead, A., & Webb, S. (2017). The Academic Spoken Word List. Language Learning, 67(4), 959-997.

Dang, T.N.Y., & Webb, S. (2016). Evaluating lists of high frequency vocabulary. ITL - International Journal of Applied Linguistics, 167(2), 132-158.

Dang, T. N. Y., & Webb, S. (2016). Making an essential word list for beginners. In I. S. P. Nation, Making and Using Word Lists for Language Learning and Testing (pp. 153-167, 188-195). Amsterdam: John Benjamins.

Dang, T. N. Y. (2018). A Hard Science Spoken Word List. ITL-International Journal of Applied Linguistics, 169(1), 44-71.

Diagnostic Tests of English Vocabulary Learning Proficiency: Guessing from Context and Knowledge of Word Parts

Yosuke Sasao, Ph.D in Applied Linguistics 2013

Finalist for the 2013 Cambridge University Press Christopher Brumfit Best PhD Thesis Award

Sasao, Y., & Webb, S. (2018). The guessing from context test. ITL - InternationalJournal of Applied Linguistics, 169(1), 115-141.

Sasao, Y., & Webb, S. (2017). The word part levels test. Language Teaching Research, 21(1), 12-30.

Webb, S., & Sasao, Y. (2013). New directions in vocabulary testing. RELC Journal, 44(3), 263 - 278.

Optimizing Second Language Vocabulary Learning from Flash Cards

Tatsuya Nakata, Ph.D. in Applied Linguistics (2013)

Nakata, T. (2017). Does repeated practice make perfect? The effects of within-session repeated retrieval on second language vocabulary learning. Studies in Second Language Acquisition, 39(4), 653-679.

Nakata, T. (2016). Effects of retrieval formats on second language vocabulary learning. International Review of Applied Linguistics in Language Teaching, 54, 257–289. doi:10.1515/iral-2015-0022

Nakata, T., & Webb, S. A. (2016). Does studying vocabulary in smaller sets increase learning? The effects of part and whole learning on second language vocabulary acquisition. Studies in Second Language Acquisition, 38, 523-552.

Nakata, T. (2015). Effects of expanding and equal spacing on second language vocabulary learning: Does gradually increasing spacing increase vocabulary learning? Studies in Second Language Acquisition, 37, 677-711.

Nakata, T. (2015). Effects of feedback timing on second language vocabulary learning: Does delaying feedback increase learning? Language Teaching Research, 19, 416-434.

Nakata, T. (2012). Web-based lexical resources. In C. Chapelle (Ed.), Encyclopedia of Applied Linguistics (pp. 6166–6177). Oxford, UK: Wiley-Blackwell.

Nakata, T. (2011). Computer-assisted second language vocabulary learning in a paired-associate paradigm: A critical investigation of flashcard software. Computer Assisted Language Learning: an International Journal, 24(1), 17-38.

English language learning through viewing television: An investigation of comprehension, incidental vocabulary acquisition, lexical coverage, attitudes, and captions

Michael P.H. Rodgers, Ph.D in Applied Linguistics (2013)

2013 winner of the Applied Linguistics Association of New Zealand best PhD thesis award

Rodgers, M.P.H., & Webb, S. (2017). Do captions improve EFL learners’ comprehension of English-language television programs? CALICO Journal, 34(1), 20-38.

Rodgers, M.P.H., & Webb, S. (2020). Incidental vocabulary learning through watching television. ITL - International Journal of Applied Linguistics, 171(2), 191-220.

Dr. Stuart Webb, PhD

Professor - Curriculum Studies and Studies in Applied Linguistics