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This mixed‐methods study reports the development and employment of an innovative research tool designed to capture in fine detail the vocabulary‐related strategies used by adult learners of English on a study‐abroad experience when exposed to unfamiliar vocabulary outside the classroom. A questionnaire determined the five most identified with out‐of‐class L2 contact scenarios, and subsequently computer‐based simulations of those scenarios were used as stimuli in semi‐structured interviews to capture the task and/or context‐specific strategic behaviour that learners were manifesting. Scenarios which served to provide entertainment or build interpersonal relationships were the most highly identified with. The simulation tool revealed a strong relationship between contextual features and strategic behaviour, particularly when a salient link existed between contextual intention and comprehension of a target word/phrase.
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Jessica G. Briggs (2014) studied this question.
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