Year: 2011
Type: article
Abstract: Adults have considerable difficulty learning a second language (L2), and learning to produce L2 words is particularly difficult. In the present study, we examined how the lexical representations available to beginning adult L2 learners during training, and the order in which words are trained, affect their L2 Arabic vocabulary learning. The findings suggest that the presence of orthographic information and thematic groupings during training improves L2 Arabic learning. These findings are discussed in relation to existing models and previous findings.
Author: Alison Marie Phillips
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W137075910