This paper discusses the effects of various types of vocabulary lists and tasks on L2 vocabulary learning. Two studies were conducted in 2013 and 2014 with 29 Japanese students who are native English speakers. In study 1, three different vocabulary lists containing 37 verbs were presented to three groups: words in alphabetical order, words with pictures representing meanings, and words grouped under a title like �weekend�. Learners each took a test at five different times. The results showed that accuracy rates went up after intentional vocabulary learning (IVL); however scores dropped significantly on tests administered 10 days after IVL. The SPSS analysis did not show a correlation between the type of list and test results. One possible explanation for this is that the beginning level learners are linking L1 translations to L2 words, rather than processing pictures or categories. In study 2, two groups of learners were assigned two different tasks with 27 verbs. Task A asked the learner to complete a word by filling in the missing syllable. Task B was to read a story containing target verbs and then translate the story to their L1. The learners took a word test 10 days later. The analysis using SPSS showed a significant correlation between task and accuracy rate (p=.038). The read & translate task group had a markedly higher score. This result suggests the possibility that reading and active linking with the learners� L1 requires a deeper recognition and brings about a positive effect on vocabulary learning.
Masumi Kai, University of Guam, United States
Stream: Language education
This paper is part of the ECLL2014 Conference Proceedings (View)
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