LAUSR

Abstract This study explored the roles of exposure frequency, aural enhancement (AE) of input, and individual differences in working memory (WM) during L2 incidental vocabulary learning while reading. Eighty intermediate-level English learners were divided into four treatment groups, and given reading tasks with target words embedded two or four times. Listening while reading was controlled, as well as duration of exposure to new words through timed reading tasks, and comprehension questions helped to ensure a focus on meaning. Surprise posttests assessed initial form recognition and form-meaning connections. Proficiency and WM measures were administered, with English proficiency used as a covariate. Results indicated that measurable learning occurred at the two-exposure level for new words, both in form recognition and form-meaning connections. Frequency effects held from two to four exposures across AE and non-AE conditions, but were influenced by AE on the form-meaning outcome. This indicated support for simultaneous input modalities facilitating deeper processing and better learning outcomes. WM outcomes correlated with vocabulary outcomes for form recognition, and an aptitude by treatment interaction was found for form recognition.