What Constitutes Vocabulary Learning Difficulty? A Classroom-Based Study of Semantic Relatedness and L1 Familiarity Effects on L2 Word Learning

Autor/inn/en	Sun, Hanzhong; Fang, Shaohua
Titel	What Constitutes Vocabulary Learning Difficulty? A Classroom-Based Study of Semantic Relatedness and L1 Familiarity Effects on L2 Word Learning
Quelle	In: Australian Journal of Applied Linguistics, 4 (2021) 3, S.82-102 (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2209-0959
Schlagwörter	Vocabulary Development; Second Language Learning; Second Language Instruction; English (Second Language); Oral Language; Semantics; Native Language; Familiarity; Receptive Language; Language Tests; Pretests Posttests; Transfer of Training; Interference (Language); Memory; Undergraduate Students; Foreign Countries; Student Attitudes; Test Items; China + Suchen Sie Ihr Suchwort? Wortschatzarbeit; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Oral interpretation; Mündlicher Sprachgebrauch; Semantik; Rezeptive Kommunikationsfähigkeit; Language test; Sprachtest; Training; Transfer; Ausbildung; Gedächtnis; Ausland; Schülerverhalten; Test content; Testaufgabe
Abstract	There has been a plethora of studies investigating the effect of semantic relatedness on second language (L2) word learning.However, most prior studies failed to control for the lexical properties of target words, which may be responsible for the mixed results yielded. This study, therefore, sets out to revisit this issue by controlling for L1 familiarity, one of the lexical factors confirmed to impact L2 learnability. Another goal of this study is to explore the extent to which semantic relatedness interacts with L1 familiarity, thus helping us determine the suitable condition under which word learning takes place. Towards these two aims, four sets of English target words matched in length were created (i.e., words of high/low L1 familiarity placed in semantic related/unrelated sets). For each set, after the timed learning session, an immediate posttest and an unannounced one-week delayed posttest, both of which measured the receptive knowledge of the target words, were administered to forty-one English as foreign language (EFL) learners. The results showed that (a) semantic relatedness negatively affected L2 word learning on the delayed posttest only, regardless of L1 familiarity status, suggesting a robust hindrance effect; (b) L1 familiarity persistently served as a facilitative force, as it aided the acquisition of both semantically related and unrelated word sets on both posttests; (c) similar L1 familiarity levels might result in additional interference. Our findings highlight the complex interplay between these two input-related variables. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01