Elke Peters
List of John Benjamins publications in which Elke Peters is involved.
Journal
ISSN 0019-0829 | E‑ISSN 1783‑1490
2026 A longitudinal study on young learners’ extramural English, English vocabulary knowledge and attitudes towards English prior to English instruction ITL - International Journal of Applied Linguistics: Online-First Articles | Article
Most previous studies focusing on extramural English (EE) and vocabulary acquisition are one-off studies measuring the relationship between EE and language performance measures at one time. This study contributes to EE research by adopting a longitudinal design to investigate learners’ EE,… read more
2023 Preface ITL - International Journal of Applied Linguistics 174:1, pp. 1–2 | Squib
2021 Learning vocabulary in spoken input- and output-based tasks TASK 1:1, pp. 100–126 | Article
This experimental study explores the differential effects of spoken input-based and output-based tasks on vocabulary knowledge. The study also investigates whether such tasks result in more learning gains than exposure to input-only (no subsequent task). The study employed a pretest-posttest… read more
2020 Vocabulary knowledge and listening comprehension at an intermediate level in English and French as foreign languages: An approximate replication study of Stæhr (2009) Approaches to Learning, Testing and Researching L2 Vocabulary, Webb, Stuart (ed.), pp. 213–232 | Chapter
The present study aims to replicate Stæhr’s (2009) study on the relationship between vocabulary knowledge and listening comprehension. To explore the generalizability of Stæhr’s findings, two experiments were conducted. However, the study changed the population (Flemish learners) and proficiency… read more
2020 The effect of out-of-class exposure to English language media on learners’ vocabulary knowledge Approaches to Learning, Testing and Researching L2 Vocabulary, Webb, Stuart (ed.), pp. 143–167 | Chapter
The aim of this study is to investigate (1) how often Flemish English-as-a-foreign language learners are exposed to English language media outside of the classroom, (2) whether current out-of-class exposure to English language media is related to learners’ vocabulary knowledge, and (3) whether… read more
2019 The VocabLab tests: The development of an English and French vocabulary test ITL - International Journal of Applied Linguistics 170:1, pp. 53–78 | Article
This study describes the development of an English and French multiple choice vocabulary test – the VocabLab tests – that measure learners’ knowledge at four frequency levels up to the most frequent 5,000 words: the 2,000-level, 3,000-level, 4,000-level, and the 5,000-level. The two tests aimed… read more
2018 Vocabulary knowledge and listening comprehension at an intermediate level in English and French as foreign languages: An approximate replication study of Stæhr (2009) Approaches to learning, testing, and researching L2 vocabulary, Webb, Stuart (ed.), pp. 212–231 | Article
The present study aims to replicate Stæhr’s (2009) study on the relationship between vocabulary knowledge and listening comprehension. To explore the generalizability of Stæhr’s findings, two experiments were conducted. However, the study changed the population (Flemish learners) and proficiency… read more
2018 The effect of out-of-class exposure to English language media on learners’ vocabulary knowledge Approaches to learning, testing, and researching L2 vocabulary, Webb, Stuart (ed.), pp. 142–168 | Article
The aim of this study is to investigate (1) how often Flemish English-as-a-foreign language learners are exposed to English language media outside of the classroom, (2) whether current out-of-class exposure to English language media is related to learners’ vocabulary knowledge, and (3) whether… read more
2016 Editors’ preface ITL - International Journal of Applied Linguistics 167:1, pp. 1–2 | Article
2006 Review of Ellis (2005): Planning and Task Performance in a Second Language Task-Based Language Teaching, Van den Branden, Kris and Machteld Verhelst (eds.), pp. 153–156 | Review
2006 The Effect of Task Complexity and Task Conditions on Foreign Language Development and Performance. Three Empirical Studies. Task-Based Language Teaching, Van den Branden, Kris and Machteld Verhelst (eds.), pp. 55–84 | Article
It has been argued that tasks constitute a valid alternative unit to sequence the language learning process, as opposed to linguistically defined syllabuses. Implementing this claim presupposes that it is possible to assess the cognitive and linguistic demands of tasks, so that they can be… read more