《Effects of Opportunities for Word Retrieval During Second Language Vocabulary Learning》.pdfVIP

Language Learning ISSN 0023-8333 Effects of Opportunities for Word Retrieval During Second Language Vocabulary Learning Joe Barcroft Washington University in St. Louis Research suggests that memory for an item improves when one is allowed to retrieve the item (Slamecka Graf, 1978). This study explored benefits of providing opportunities for target-word retrieval during second language vocabulary learning. English speakers studied new Spanish words while viewing 24 word-picture pairs. They first viewed all 24 pairs. They then viewed 12 pairs with a 6-s lag between each picture and its word so that they could attempt to retrieve the word in their mind. The other 12 pairs were presented without the lag. Posttests were administered immediately, 2 days later, and 1 week later. Results indicated higher scores in the retrieval-oriented condition. This positive effect was maintained across significant decreases in scores over time. Keywords Generation effect; vocabulary learning; word retrieval; second language Researchers have noted the need for greater cross-disciplinary interaction be- tween applied linguistics and psychology with respect to many issues in lan- guage acquisition (e.g., Bialystok, 2000; Segalowitz, 2000). One such issue concerns the extent to which the effects of variables on memory for previ- ously acquired words from one’s first language (L1) maintain for new words, such as new words presented during second language (L2) vocabulary learning. Studies in psychology have identified numerous variables that affect memory for known words, such as serial positioning (primacy and recency; Murdock, 1962; see also Ebbinghaus, 1885/1964; Nipher, 1878), spacing (Melton, 1967; see also Ebbinghaus), and increased semantic processing (Craik Lockhart, 1972; Hyde Jenkins, 1969). How variables such as these affect memory for new words, however, continues to warrant further i