Retention in Meaning-Based Vocabulary Instruction
Year: 2013
Type: article
Study design: Clinical Trial
Abstract: Vocabulary knowledge is said to play a prominent role in learning a foreign language (Schmitt 2008). There has been considerable debate about the most effective ways for developing learners’ vocabulary knowledge. While researchers often claim incidental learning is slow and untargeted, it can supplement in the “contextual” types of word knowledge (Schmitt 2010). Other studies suggest that intentional acquisition is more effective than incidental acquisition (Nation & Meara 2002). There is little research on the effectiveness of various methods within the context of intentional vocabulary learning. In the present study, the effects of conveying meaning through synonyms, dictionary definitions, and context on acquisition and retention of vocabulary items were investigated. Eighty-one female intermediate students of English were taught forty-five vocabulary items using the three abovementioned methods. The results of two delayed post-tests showed that the context method yielded a higher rate of retention both in the immediate test and the delayed post-test compared to the other two methods. The findings of the study suggest pedagogical implications for the incorporation of effective ways of teaching the meaning of vocabulary items in syllabuses.
Source: Finnish Journal of Linguistics
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W2181680000