Enhanced Second Language Vocabulary Learning through Phonological Specificity Training in Adolescents

Autor/inn/en	van de Ven, Marco; Segers, Eliane; Verhoeven, Ludo
Titel	Enhanced Second Language Vocabulary Learning through Phonological Specificity Training in Adolescents
Quelle	In: Language Learning, 69 (2019) 1, S.222-250 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0023-8333
DOI	10.1111/lang.12330
Schlagwörter	Second Language Learning; Vocabulary Development; Phonology; Pretests Posttests; Longitudinal Studies; Secondary School Students; Control Groups; Experimental Groups; Decision Making; Translation; Second Language Instruction; Language Tests; Retention (Psychology); Pictorial Stimuli; Intervention; Pronunciation; Foreign Countries; Teaching Methods; Netherlands + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Wortschatzarbeit; Fonologie; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Sekundarschüler; Decision-making; Entscheidungsfindung; Fremdsprachenunterricht; Language test; Sprachtest; Merkfähigkeit; Fantasieanregung; Aussprache; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Niederlande
Abstract	This longitudinal randomized trial study investigated the effects of phonological specificity training on second language (L2) vocabulary learning. Eighty-six Dutch secondary-school students participated in one of two experimental conditions or in an animacy judgment (active control) condition. Participants in the phonological specificity training (with phonological manipulation) and the picture selection (without phonological manipulation) experimental conditions had to select the corresponding picture from among competitors after hearing a word. Phonological specificity training resulted in increased learning (measured through word translation) compared to the control condition on the posttest whereas picture selection produced increased learning only for participants with larger initial vocabulary sizes. Both experimental conditions showed increased learning for participants with larger vocabulary sizes on the retention test. Compared to picture selection, phonological specificity training showed more learning immediately after intervention for words with nonnative contrasts. Results suggest that phonological features can augment (meaning-focused) L2 vocabulary learning interventions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01