An Experimental Study Of The Effect Of Context On The Direct Learning Of L2 Vocabulary

The purpose of this study is to examine the effect of context on the direct learning of L2 vocabulary, with the retention of word meaning and form as the main focus. Based on theories and findings in psycholinguistics, research hypothesis has been raised that for the learning of L2-Ll word pairs, use of comprehensible text as context leads to better memory than word list and obscure text. The value of context for the retention of word meaning has been predicted, while its effect on the production of the L2 word form remains to be seen. A class of 30 university second year students attended the experiment, and each student was required to learn the same amount of L2 (nonword)-L1 word pairs, under 3 learning conditions - word list, comprehensible text and obscure text - in 15 minutes respectively. These subjects then received an immediate recall test 2 minutes after learning, and two postponed tests 14 and 28 days later. Both receptive (L2 i) and productive (Li -L2) cued-recall instruments are used for measurement in all the three tests. The experiment results reveal that comprehensible context facilitated retention of receptive vocabulary knowledge both immediately and after delays of 14 and 28 days better than word list and obscure text. However, although its effect on the immediate recall of productive knowledge is significantly positive, such effect is lost in the two postponed tests. Taking the favorable influence of context on the grasping of meaning and appropriate use of a word into consideration, effect of context, on a whole, is found to be positive for acquisition of both receptive and productive vocabulary knowledge in direct learning. Possible implications of these findings are discussed.