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Paired-Associate Second Language Vocabulary Learning : The Role of L1 Translation Familiarity
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- 발행기관
- 아시아영어교육학회 바로가기
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- 간행물
- The Journal of AsiaTEFL SCOPUS KCI 등재 바로가기
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- 통권
- Vol.19 No.1 (2022.03)바로가기
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- 페이지
- pp.50-65
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- 저자
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- 언어
- 영어(ENG)
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- URL
- https://www.earticle.net/Article/A410527
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원문정보
초록
- 영어
- First language (L1) use has always been a subject of debate in second language (L2) vocabulary learning, generating two main research lines. The first line concerns whether L1 use is advisable, and the second relates to how its use can be more beneficial. The current study contributes to the latter strand by probing the effect L1 familiarity had on L2 vocabulary gains using paired-associate learning paradigm. Two groups of English as a foreign language (EFL) learners with comparable L2 proficiency were recruited to learn three L2 word sets varying in L1 familiarity status (high/low), and accordingly three conditions were created (High: all L2 words with high L1 familiarity; Low: all low; Mixed: half high and half low). In the treatment session, both groups of participants studied each set separately, while made aware of, and then completing one of the two tests differing in depth of processing (either meaning recognition or meaning recall). At the testing phase, an unannounced one-week delayed posttest which measured meaning recognition was administered to both groups to examine the retention of vocabulary knowledge. The results showed that similar patterns were observed across two groups, such that High displayed an advantage over Low and Mixed did not exhibit striking differences compared to High. Additionally, recall group outperformed recognition group on all word sets. Therefore, our findings offer direct experimental support to the principle of learning burden (Nation, 1990, 2013), and highlight both the importance and the complexity of L1 familiarity. We conclude with pedagogical implications in relation to those findings.
목차
Abstract
Introduction
Literature Review
L1 Versus L2 Use in L2 Vocabulary Learning
Role of L1 Translation Familiarity in L2 Vocabulary Learning
Recall and Recognition in Vocabulary Learning
Aims and Research Questions
Method
Participants
Item Development
Instruments
Procedure
Results
Discussion
Conclusion
Notes
The Authors
References
Appendix
키워드
L1 familiarity effect paired-associate learning recognition and recall form-meaning connection depth of processing저자
간행물 정보
발행기관
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- 발행기관명
- 아시아영어교육학회 [Asia TEFL]
- 설립연도
- 2004
- 분야
- 사회과학>교육학
- 소개
- The goals of Asia TEFL are to promote scholarship, disseminate information, and facilitate cross-cultural understanding among persons concerned with the teaching and learning of English in Asia. In order to accomplish this, Asia TEFL will pursue the following goals: 1. To link ELT professionals in joint research on issues and concerns regarding English teaching and learning in the Asian context. 2. To publish an academic journal, The Asia TEFL Journal, as an internationally recognized journal in the field of English language teaching. 3. To host conferences and seminars addressing important issues concerning ELT in Asia. 4. To develop proficiency guidelines and assessment methods designed for the needs of the Asian context. 5. To develop programs for Asian learners and teachers of English to build their English language proficiency and cultural understanding and provide them with the skills required to be efficient English teaching professionals.
간행물
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- 간행물명
- The Journal of AsiaTEFL
- 간기
- 계간
- pISSN
- 1738-3102
- eISSN
- 2466-1511
- 수록기간
- 2004~2026
- 등재여부
- SCOPUS,KCI 등재
- 십진분류
- KDC 740 DDC 420
이 권호 내 다른 논문 / The Journal of AsiaTEFL Vol.19 No.1
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