THE ROLE OF VOCABULARY LEARNING CONDITIONS IN WORD LEARNING AND RETENTION
DOI:
https://doi.org/10.22481/praxisedu.v16i40.6906Keywords:
Generation, Noticing, Retrieval, Vocabulary Learning, Vocabulary RetentionAbstract
The present study is an attempt to examine the learning processes of noticing, retrieval, and generating and their possible contribution to the process of vocabulary learning and retention among intermediate students. One hundred and twenty intermediate students were randomly assigned into four groups, namely Noticing through Input enhancement (n=30), Input Enhancement plus Input-Based Reviewing (n=30), Input Enhancement plus Output-Based Reviewing (n=30) and Input Enhancement plus Input-Based and Output-Based Reviewing. The Academic Words contextualized in Focus on Vocabulary 2: Mastering the Academic Word List (Schmitt, Schmitt, & Mann, 2011) were the target words of the study. A pretest composed of VLT items was administered to the participants. The first group encountered the target words that have been already highlighted to absorb their attention. Encountering the already highlighted words, the second group reviewed the words through researcher-made word cards. The third group, besides encountering the already highlighted words, reviewed the words through rewriting the sentences including the target words. The fourth group experienced noticing through input enhancement; retrieval through using researcher-made word cards; and generation through rewriting the sentences containing the unknown words. One week after the last treatment session, an immediate posttest, and after two weeks, a delayed posttest were administered. Based on the results of four one-way repeated measures ANOVAs and three one-way ANOVAs, it was revealed that all types of input-based, output-based and input+output-based reviewing have positive effect on vocabulary learning. However, their positive effect on vocabulary retention was fairly vague. Moreover, the group treated through input enhancement+input- and output-based reviewing outperformed the other groups.
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References
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Godfroid, A., Boers, F., & Housen, A. (2013). An eye for words: Gauging the role of attention in L2 vocabulary acquisition by means of eye-tracking. Studies in Second Language Acquisition, 35(3), 483–517.
Hanaoka, O. (2007). Output, noticing, and learning: An investigation into the role of spontaneous attention to form in a four-stage writing task. Language Teaching Research, 11(4), 459–479.
Hashemi, S., & Kassaian, Z. (2011). Effects of learner interaction, receptive and productive learning tasks on vocabulary acquisition: An Iranian case. Procedia Social and Behavioral Sciences, 15, 2165–2171.
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Hulstijn, J., & Laufer, B. (2001). Some empirical evidence for the Involvement Load Hypothesis in vocabulary acquisition. Language Learning, 51, 539–558.
Hulstijn, J., & Trompetter, P. (1998). Incidental learning and second language vocabulary in computer-assisted reading and writing tasks. In D. Albrechtsen, B. Henriksen, I. Mees, & E. Poulsen (Eds.), Perspectives on Foreign and Second Language Pedagogy (pp. 191–202). Denmark: Odense University Press.
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Izumi, S. (2002). Output, input enhancement, and the noticing hypothesis: An experimental study of ESL relativization. Studies in Second Language Acquisition, 24, 541–577.
Izumi, S. & Bigelow, M. (2000). Does output promote noticing and second language acquisition? TESOL Quarterly, 34(2), 239–278.
Izumi, S., Bigelow, M., Fujiwara, M., & Fearnow, S. (1999). Testing the Output Hypothesis. Studies in Second Language Acquisition, 21(3), 421–452.
Jabbarpoor, S., & Tajeddin, Z. (2013). The effect of input enhancement, individual output, and collaborative output on foreign language learning: the case of English inversion structures. RESLA 26, 267–288.
Jalilifar, A.R., & Amin, F. (2008). Classroom vocabulary learning: Investigating the role of task types on Iranian high school learners of English as a foreign language. Teaching English Language and Literature Society of Iran, 2(8), 111–141.
Joe, A. (1998). What effect do text-based tasks promoting generation have on incidental vocabulary acquisition? Applied Linguistics, 19, 357–377.
Jourdenais, R., Ota, M., Stauffer, S., Boyson, B., & Doughty, C. (1995). Does textual enhancement promote noticing? A think-aloud protocol analysis. In R. Schmidt (Ed.), Attention and awareness in foreign language learning (pp. 183–216). Honolulu: University of Hawai‘i.
Kirk, R. (2013). The Effects of Processing Instruction with and without Output: Acquisition of the Spanish Subjunctive in Three Conjunctional Phrases. Hispania, 96(1), 153– 169.
Komachali, M., & Khodareza, M. (2012). The Effect of Using Vocabulary Flash Card on Iranian Pre-University Students' Vocabulary Knowledge. International Education Studies, 5(3), 134–147.
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2020-07-01
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MOUSAVI, S. N.; GHAFOORI, N.; SAEIDI, M. THE ROLE OF VOCABULARY LEARNING CONDITIONS IN WORD LEARNING AND RETENTION. Práxis Educacional, Vitória da Conquista, v. 16, n. 40, p. 404-435, 2020. DOI: 10.22481/praxisedu.v16i40.6906. Disponível em: https://periodicos2.uesb.br/index.php/praxis/article/view/6906. Acesso em: 22 jul. 2024.
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