A Word in Your Ear: To What Extent Does Hearing a New Word Help Learners To Remember It?

Autor/in	Hill, Monica
Titel	A Word in Your Ear: To What Extent Does Hearing a New Word Help Learners To Remember It?
Quelle	(1994), (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Auditory Stimuli; Aural Learning; College Freshmen; English for Academic Purposes; English (Second Language); Foreign Countries; Higher Education; Language Processing; Language Research; Learning Processes; Phonology; Pronunciation; Retention (Psychology); Second Language Learning; Vocabulary Development + Suchen Sie Ihr Suchwort? Auditive Stimulation; Baugestaltung; Studienanfänger; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Sprachverarbeitung; Sprachforschung; Learning process; Lernprozess; Fonologie; Aussprache; Merkfähigkeit; Zweitsprachenerwerb; Wortschatzarbeit
Abstract	This study investigated the effects of phonological processing on vocabulary development of learners of English as a Second Language. A list of 30 relatively unfamiliar academic English words of from 1-4 syllables was developed. A control group of 28 subjects, first-year students in a University of Hong Kong English enhancement course, were given 15 minutes to study the words, then asked to reproduce them both in writing and orally. A similar experimental group was given the list in a language laboratory and could hear the words pronounced on tape. Both groups were then given the list of words in random order and asked to match them with a contextualized meaning and Chinese translation. After this, subjects were asked to pronounce the target words or parts that they could remember. Subjects repeated the recall exercise a week later. Results indicate no significant difference between the two groups on written early recall, but the control group recalled significantly less after a week. The control group generally produced more accurate spelling. In oral recall, the experimental group produced 70 percent more correct words than the control group in early recall and 54 percent more in later recall, confirming that the phonological dimension improves learners' overall vocabulary learning ability. Contains 11 references. Wordlists used in the study are appended. (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC