Enhanced Second Language Vocabulary Learning Through Phonological Specificity Training in Adolescents
Datos Bibliográficos
| ID | 4501701 |
|---|---|
| Autores | Marco Van De Ven (0000-0001-6252-0157, Behavioural Science Institute Radboud University, autor de correspondencia), Eliane Segers (0000-0002-8616-6890, Behavioural Science Institute Radboud University), Ludo Verhoeven (0000-0002-5108-4705, Behavioural Science Institute Radboud University) |
| Año | 2019 |
| Volumen | 69 |
| Número | 1 |
| Páginas | 222-250 |
| Fecha de publicación | 2019-03-01 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Language Learning (JOURNAL) |
| Identificadores de la revista | ISSN: 0023-8333 • E-ISSN: 1467-9922 |
| Editorial | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/lang.12330 |
| OpenAlex | W2898950317 |
| Idioma | EN |
| Citas recibidas | 3 |
| Referencias citadas | 37 |
This longitudinal randomized trial study investigated the effects of phonological specificity training on second language (L2) vocabulary learning. Eighty-six Dutch secondary-school students participated in one of two experimental conditions or in an animacy judgment (active control) condition. Participants in the phonological specificity training (with phonological manipulation) and the picture selection (without phonological manipulation) experimental conditions had to select the corresponding picture from among competitors after hearing a word. Phonological specificity training resulted in increased learning (measured through word translation) compared to the control condition on the posttest whereas picture selection produced increased learning only for participants with larger initial vocabulary sizes. Both experimental conditions showed increased learning for participants with larger vocabulary sizes on the retention test. Compared to picture selection, phonological specificity training showed more learning immediately after intervention for words with nonnative contrasts. Results suggest that phonological features can augment (meaning-focused) L2 vocabulary learning interventions.Open PracticesThis article has been awarded an Open Materials badge. All materials are publicly accessible via the IRIS Repository at https://www.iris-database.org. Learn more about the Open Practices badges from the Center for Open Science: https://osf.io/vyxz/wiki
Animacy · Cognitive psychology · Linguistics · Literacy · Pedagogy · Phonological awareness · Phonology · Selection (genetic algorithm) · Test (biology) · Vocabulary · Vocabulary development · Artificial Intelligence · Computer Science · Neurobiology of Language and Bilingualism · Psychology · Reading and Literacy Development · Second Language Acquisition and Learning
Analyzing Linguistic Data
Regression Diagnostics
The control of eye fixation by the meaning of spoken language
The critical role of retrieval practice in long-term retention
Introducing LexTale
The lexical quality hypothesis
Recognition of Cognates and Interlingual Homographs
Word Knowledge in a Theory of Reading Comprehension
Lexical competition in non-native spoken-word recognition
Categorical data analysis
Applied Linguistics
Phantom word activation in L2
Vocabulary Acquisition
L2 Vocabulary Acquisition in Children
Semantic and Structural Elaboration in L2 Lexical Acquisition
Novel second-language words and asymmetric lexical access
Effects of Learning Method and Word Type on Acquiring Vocabulary in an Unfamiliar Language
Effects of Stimulus Characteristics and Background Music on Foreign Language Vocabulary Learning and Forgetting
What Is Hard to Learn Is Easy to Forget
Lexical Specificity Training Effects in Second Language Learners
| Obras citantes distintas | 3 |
|---|---|
| Citas por año | 0,6 |
| Intervalo de citas | 2021 - 2024 (4) |
| Velocidad de citación | recent |
| Altamente citado | No |
| Tipos de cita | Neutras: 3 |