A Probe Into Theoretical Background Of L2 Vocabulary Learning Methods

The present study investigates the cognitive-psychological as well as cross-linguistic factors that probably contribute to the effectiveness of L2 vocabulary learning methods among Chinese ESL learners. A thorough review of literature in relevant theories and empirical studies leads to two assumptions: (1) elaborative methods, specifically the keyword method and the context method, will result in better retention than maintenance method i.e. the rote repetition method for Chinese ESL learners; (2) the mental processing pattern entailed by specific features of Chinese can be carried over to the learning of English, which may result in variation to the efficacy of L2 learning method.An examination into the relative effectiveness of three L2 vocabulary learning methods is conducted among 68 Chinese first-year university students learning English as a second language. The optimal condition for the keyword method is satisfied, specifically, the forward instant recall of L2 concrete words by inexperienced adult learners. There is only one variation to the optimal condition in this study, that is, the subjects involved in the present study have a non-alphabetic L1 background (Chinese), whereas the subjects in the previous studies have an alphabetic L1 background, e.g. English, French etc. Therefore, any difference in the efficacy of the keyword method will be attributed to this linguistic contrast. At the end of the experiment, a questionnaire is conducted to probe into the status quo of the use of L2 learning methods among Chinese ESL learners.The results of the present study show that both the context method and the keyword method significantly outperform the rote repetition method, and the keyword method does not outperform the context method under the optimal condition. Thus, it can be inferred that the effectiveness of the methods is influenced by the contrast of English and Chinese.In the end, the implications of the study for ESL learning and teaching in the context of China are discussed. And recommendations are made for future research in this regard.