The Effects of Sentence Writing on Second Language French and Korean Lexical Retention

Abstract

This study investigates the effects of sentence writing (SW) on second language (L2) lexical retention by comparing two word-learning conditions: writing new words in sentences and repeated word-picture viewing. L2 learners of French and Korean attempted to learn 24 new words: 12 words with one condition and 12 words with another condition. Dependent measures were one immediate and two delayed posttests that required participants to produce target word forms. Results for both language groups revealed negative effects for SW, suggesting that SW can impede word-form learning during the initial stages of L2 vocabulary learning. Furthermore, the finding that the Korean learners' scores were much lower than the French learners' scores under the SW condition suggests that SW may result in even less retention when the L2 script is far more distant from one's first language (L1), thereby supporting the impact of L1–L2 orthographic distance on L2 word learning and retention.

The Input‐Based Incremental Approach to German Vocabulary: A Sample Lesson Based on the Film Barbara

“…The sample lesson also limits forced semantic elaboration, or different ways of elaborating on the (redundant L1‐based) meaning of target words, such as writing target words in original sentences or reflecting on the (L1‐based) meanings of target words, during the initial stages. This provision is supported by research demonstrating large negative effects of semantically‐oriented tasks, such as writing target words in original sentences, on learning new word forms (e.g., Wong & Pyun, ).…”

“…Research on lex‐IP has informed us about the effects of a variety of different tasks and learning conditions, providing the foundation of the IBI approach. Research in this area has demonstrated (a) negative effects of writing new L2 words in original sentences (e.g., Wong & Pyun, ), which supports Principle 7, and (b) negative effects of copying new words, which support Principle 6 (Barcroft, ). Many of the research findings that support Principle 7 run counter to predictions made by the ILH about the potential benefits of semantic evaluation of words and Nation's suggestion regarding the use of deeper processing activities.…”

“…Research on lex‐IP also led to the development of the type of processing – resource allocation (TOPRA) model (Barcroft, ), which posits that increases in one type of processing (semantic processing related to a target L2 word, for example) can lead to decreases in other types of processing (form‐oriented processing of the same target L2 word, for example) and in this way decreases learning that corresponds to the latter of these two. Many studies have provided support for the TOPRA model in intentional contexts of L2 vocabulary learning (e.g., Wong & Pyun, ), and others have also demonstrated how the predictions of the TOPRA model are also applicable to contexts of incidental vocabulary learning (e.g., Kida, ).…”

“…One principle that is questionable, for example, concerns the use of depth of processing activities. While such activities may be useful for learning novel semantic information about vocabulary, research suggests that they do not facilitate learning novel word forms (e.g., Barcroft, , ; Wong & Pyun, ). It can be integrated to some degree within meaning‐oriented (communicative, task‐based, and content‐based) language instruction, but the question is To what degree? Language‐focused learning is one of four strands, which suggests that a substantial amount of time may be spent on these as opposed to focusing more extensively on exchange of meaning.…”

Semantic and Structural Tasks for the Mapping Component of L2 Vocabulary Learning

“…These findings are consistent with the TOPRA model's prediction that increased semantic processing can decrease word form learning and, to the extent that it was a factor, the mapping component of L2 vocabulary learning as well. 4 In two other studies, Barcroft (2004) and Wong and Pyun (2012) found that requiring learners to write target L2 words in sentences strongly diminished their intentional word learning when compared to no-task mapping conditions. Barcroft (2004) found that the sentence-writing condition decreased picture-to-L2 cued recall scores from 9.64 to 4.40 (Experiment 1; maximum 5 12) and from 10.30 to 4.95 (Experiment 2; maximum 5 12) as compared to no-sentence-writing conditions when English speakers attempted to learn L2 Spanish words.…”