Effects of Questions about Word Meaning during L2 Spanish Lexical Learning  

Oleh:

Barcroft, Joe

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: The Modern Language Journal (sebagian Full Text & ada di JSTOR) vol. 87 no. 4 (Dec. 2003), page 546-561.
Fulltext: Vol 87 no 4 pp.546-561.pdf (2.42MB)

Ketersediaan

Perpustakaan PKBB Nomor Panggil: 405/MLJ/87 Non-tandon: 1 (dapat dipinjam: 0) Tandon: tidak ada

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Isi artikel

This study concerned the effects of questions about word meaning during an immediate lexical learning task. English-speaking learners of Spanish as a second language (L2) attempted to learn 24 new Spanish words while viewing word-picture pairs. For 12 of the words, they thought about specific questions related to the meaning of each target word (e.g., in what ways can this object be used?). For the other 12 words, they were instructed only to do their best to learn the target words. After the learning phase, the participants completes three recall tasks: (a) free recall in Spanish, (b) free recall in English, and (c) cued recall in Spanish (when presented with pictures only). The results indicated significantly greater cued-recall scores in the no questions condition than in the questions condition, a finding that provided evidence for a potentially inhibitory effect of semantic elaboration during L2 word learning.

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