Contextual Richness and Word Learning: Context Enhances Comprehension but Retrieval Enhances Retention

Abstract

Learning new vocabulary from context typically requires multiple encounters during which word meaning can be retrieved from memory or inferred from context. We compared the effect of memory retrieval and context inferences on short‐ and long‐term retention in three experiments. Participants studied novel words and then practiced the words either in an uninformative context that required the retrieval of word meaning from memory (“I need the funguo”) or in an informative context from which word meaning could be inferred (“I want to unlock the door: I need the funguo”). The informative context facilitated word comprehension during practice. However, later recall of word form and meaning and word recognition in a new context were better after successful retrieval practice and retrieval practice with feedback than after context‐inference practice. These findings suggest benefits of retrieval during contextualized vocabulary learning whereby the uninformative context enhanced word retention by triggering memory retrieval. Open Practices This article has been awarded Open Materials and Open Data badges. Stimuli and datasets are publicly accessible via the Open Science Framework at https://osf.io/eujyn. Learn more about the Open Practices badges from the Center for Open Science: https://osf.io/tvyxz/wiki.

Effects of Distributed Retrieval Practice Over a Semester: Cumulative Tests as a Way to Facilitate Second Language Vocabulary Learning

“…In other words, L2 vocabulary learning was a function of the frequency of testing, not studying. Positive effects of testing on L2 vocabulary learning have also been reported by other studies (Barcroft, 2007;van den Broek, Takashima, Segers, & Verhoeven, 2018).…”

“…Vocabulary testing is one of the most important jobs for teachers (Nation, 2008), and regular vocabulary quizzes seem common in many classrooms. Research suggests that testing not only measures what students have learned but also facilitates retention (testing effect; Barcroft, 2007;Karpicke & Roediger, 2008;van den Broek et al, 2018). Given the positive effects of testing on learning, how L2 vocabulary learning from tests can be facilitated is an important issue from not only theoretical but also pedagogical perspectives.…”

Effects of spacing on contextual vocabulary learning: Spacing facilitates the acquisition of explicit, but not tacit, vocabulary knowledge

“…Conversely, L2 vocabulary research that is concerned with the effect of testing and retrieval (e.g. Barcroft, 2007, 2015a; Karpicke and Roediger, 2008; van den Broek et al, 2018) suggests that contextual vocabulary learning may benefit more from a spaced than massed repetition schedule. Retrieval is defined as the process of recalling previously learned information.…”

Timing storytime to maximise children's ability to retain new vocabulary

“…Many studies now suggest that word learning is a drawn out process, with the longterm retention of a new word benefitting from repetition (e.g., Horst, 2013;McMurray, Horst, & Samuelson, 2012), retrieval practice (e.g., Goossens et al, 2014aGoossens et al, , 2014bKarpicke & Roediger, 2007;Hulme & Rodd, 2021;van den Broek et al, 2013van den Broek et al, , 2018, and reactivation during sleep (see James et al, 2017, for a review). For example, according to a Complementary Learning Systems (CLS) account (McClelland, McNaughton, & O'Reilly, 1995) as applied to word learning (Davis & Gaskell, 2009), encountering a new word rapidly leads to the formation of a short-term hippocampal memory trace.…”