Effects Of L2 Vocabulary Learning Conditions And Learning Time Spans On Word Retention

This study investigated the differential effects of two L2 vocabulary learning conditions, i.e., memorizing a new word by writing down its orthographical form and memorizing a new word without writing down its orthographical form, and two learning time spans, i.e., 12 seconds per word and 6 seconds per word, on learned word retention and the levels of processing involved in the learning process. The study also aimed to systematically replicate Barcroft's (2006) research which indicated that the word writing condition had a negative effect on productive L2 vocabulary learning. Learners' memory performance was evaluated by productions of target words and their cognitive process was assessed by responses to orienting questions.Sixty-two Chinese EFL (English as a foreign language) learners were equally assigned to two experiments, learning target words either within the 12-second time span or within the 6-second time span. Four experimental conditions were further set up to specify the learning tasks: (i) 12-second time span + word writing, (ii) 12-second time span + no word writing, (iii) 6-second time span + word writing, and (iv) 6-second time span + no word writing. All the participants were exposed to 24 target words with corresponding pictures presented. Sixteen participants learned the previous 12 words under condition (i) and the rest 12 words under condition (ii). Fifteen participants learned the target words under reverse conditions. Seventeen participants were directed to learn the first 12 words under condition (iii) and the latter 12 words under condition (iv). Fourteen participants learned the words in reverse conditions. The participants' learning performance was measured by a lexical production posttest administered immediately after the experiments and an identical posttest administered two days later. Their levels of processing were evaluated by their responses to 24 multiple choice questions collected during the learning process.The major findings are: 1) learning L2 words under the writing condition elicited better memory performance than that under the no-writing condition; 2) the levels of processing involved in the writing condition were not shallower than those in the no-writing condition; 3) participants learning L2 words within the 12-second time span outperformed those within the 6-second time span in the subsequent memory tests.Contrary to the findings of Barcroft's (2006) study, the results suggested that word learning under the writing condition was more facilitative than that under the no-writing condition. In addition, longer learning time had positive effects on word retention. However, no significant relationship was found between the learning conditions and the levels of processing in the word learning process.