Effects of Word and Fragment Writing During L2 Vocabulary Learning
Bibliographic Data
| ID | 8936476 |
|---|---|
| Authors | Joe Barcroft (0000-0003-1797-6600, Washington University in St. Louis, corresponding author) |
| Year | 2007 |
| Volume | 40 |
| Issue | 4 |
| Pages | 713-726 |
| Publication date | 2007-12-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Foreign Language Annals (JOURNAL) |
| Journal identifiers | ISSN: 0015-718X • E-ISSN: 1944-9720 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/j.1944-9720.2007.tb02889.x |
| OpenAlex | W2008351718 |
| Language | EN |
| Citations received | 5 |
| References cited | 12 |
This study examined how writing (copying) target words and word fragments affects intentional second language (L2) vocabulary learning. English‐speaking first‐semester learners ofSpanish attempted to learn 24 Spanish nouns via word‐picture repetition in three conditions: (1) word writing, (2) fragment writing, and (3) no writing. After the learning phase, the participants completed productive (picture‐to‐L2) and recpectively oriented (L2‐to‐first language) posttests. Vocabulary learning scores in the no‐writing condition were higher than in the other two conditions and higher in the word‐writing condition than in the fragment‐writing condition. These fmdings provide new evidence on how forced Output without access to meaning can detract from early word learning by exhausting processing resources needed to encode new word forms. The pedagogical implications of the study call for language instructors to rethink the practice of encouraging students to write down a word to remember it
Copying · Linguistics · Meaning (existential · Repetition (rhetorical device · Vocabulary · Vocabulary development · Word (group theory · Computer Science · EFL/ESL Teaching and Learning · Psychology · Reading and Literacy Development · Second Language Acquisition and Learning
Contextual Word Learning with Form-Focused and Meaning-Focused Elaboration
A review of recent research (2000–2008) on applied linguistics and language teaching with specific reference to L2 Spanish
Second language education context and home language effect
Comparing the merits of word writing and retrieval practice for L2 vocabulary learning
Effects of processing tasks on children's learning of second language words
The generation effect
The input hypothesis
Memory Effects for Test-Like-Events during Acquisition of Foreign Language Vocabulary
Effects of sentence writing in second language lexical acquisition
Can writing a new word detract from learning it? More negative effects of forced output during vocabulary learning
La enseñanza del vocabulario en español como segunda lengua
Second Language Vocabulary Acquisition
Semantic and Structural Elaboration in L2 Lexical Acquisition
Effects of Opportunities for Word Retrieval During Second Language Vocabulary Learning
| Unique citing works | 5 |
|---|---|
| Citations per year | 0,33 |
| Citation span | 2011 - 2024 (14) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 5 |