The Effect of Instructional Conditions on Students' Vocabulary Retention
Bibliographic Data
| ID | 8938799 |
|---|---|
| Authors | Ryu Kitajima (San Diego State University, corresponding author) |
| Year | 2001 |
| Volume | 34 |
| Issue | 5 |
| Pages | 470-482 |
| Publication date | 2001-09-01 |
| 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.1944-9720.2001.tb02086.x |
| OpenAlex | W2055438230 |
| Language | EN |
| Citations received | 6 |
| References cited | 22 |
This is a case study of vocabulary learning in Japanese for five students under two different instructional conditions. Instruction under both conditions was accomplished orally and interactively. Under one condition ( the “output” condition ) , students initiated talking about video scenes using target words in groups of two to three students. Under the other condition ( the “input‐dominant” condition ) , vocabulary activities were conducted primarily through the instructor, questions about video scenes. The author examines whether output activities facilitated the retention of words more efficiently than input‐dominant activities, which require students to comprehend questions involving target words but do not encourage them to use the words in communication. Data were collected at three points during one semester: one month, two months, and two and one‐half months after the initial exposure to the target words. A comprehension measure shows that the students retained more words from the output condition than they did from the input‐dominant condition two months after the initial exposures. Furthermore, the results show that two and one‐half months after the initial exposures, although there was no difference between the two conditions with respect to contextual appropriateness of word usage, students used more words studied under the output condition than under the input‐dominant condition. These results suggest that output‐focused activities help students encode surface‐level forms into memory better than input‐dominant learning activities
Cognitive psychology · Comprehension · Linguistics · Mathematics education · Teaching method · Vocabulary · Vocabulary development · Word (group theory · Computer Science · EFL/ESL Teaching and Learning · Psychology · Second Language Acquisition and Learning · Second Language Learning and Teaching
Form-focused Instruction in Second Language Vocabulary Learning
Lexical Awareness
Research on language teaching and learning
Early Language Learning for All
The Effect of a Student Video Project on Vocabulary Retention of First‐Year Secondary School German Students
The Impact of Call on Vocabulary Learning, Speaking Skill, and Foreign Language Speaking Anxiety
The abstraction of linguistic ideas
Explicit Instruction and Input Processing
Recognition memory for syntactic and semantic aspects of connected discourse
Sequencing in SLA
We Acquire Vocabulary and Spelling by Reading
Explanation versus Structured Input in Processing Instruction
Comprehension versus Acquisition
Problems in Output and the Cognitive Processes They Generate
The Role of Comprehension in Second-language Learning
Krashen's Monitor and Occam's Razar
The Role of Consciousness in Second Language Learning1
Do Reading and Interactive Vocabulary Instruction Make a Difference? An Empirical Study
Learning Words from Context
Vocabulary Acquisition from Listening to Stories
The Impact of Reading on Second Language Learning
Against Comprehensible Input
Classroom Interaction, Comprehension, and the Acquisition of L2 Word Meanings
| Unique citing works | 6 |
|---|---|
| Citations per year | 0,25 |
| Citation span | 2002 - 2022 (21) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 6 |