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Can Retrieval Opportunities Increase Vocabulary Learning During Reading?
Author(s) -
Barcroft Joe
Publication year - 2015
Publication title -
foreign language annals
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.258
H-Index - 49
eISSN - 1944-9720
pISSN - 0015-718X
DOI - 10.1111/flan.12139
Subject(s) - vocabulary , reading (process) , word (group theory) , linguistics , vocabulary development , meaning (existential) , psychology , vocabulary learning , control (management) , extensive reading , computer science , natural language processing , artificial intelligence , philosophy , psychotherapist
Because reading for meaning only can lead to low rates of second language (L2) vocabulary learning and because previous research has demonstrated the benefits of word retrieval opportunities for intentional L2 vocabulary learning (Barcroft, 2007; McNamara & Healy, 1995a, Experiment 2; Royer, 1973), the present study assessed the effect of providing learners with opportunities to retrieve novel words as they read a passage. Seventy‐four Spanish‐speaking intermediate learners of L2 English read an English text for meaning. Each of five target words (e.g., smidgen) appeared three times in the text. Control participants (n = 37) always viewed the Spanish translations of the target words. Participants in the experimental condition (n = 37) viewed the Spanish translation for each target word only the first time the word appeared and then attempted to retrieve and produce (write) the word on their own for the final two appearances. Both first language (L1)‐to‐L2 and L2‐to‐L1 posttests were administered. Results indicated a highly significant (51%) increase in vocabulary learning for the experimental group over the control group. These findings suggest that both partial and complete target word retrieval can strengthen developing lexical representations and that word retrieval may be utilized to increase vocabulary learning during reading regardless of the L2 in question.