Form-First Approach in Foreign Language Word Learning

Autor/in	Chen, Aleck Shih-wei
Titel	Form-First Approach in Foreign Language Word Learning
Quelle	In: Second Language Research, 37 (2021) 1, S.51-68 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chen, Aleck Shih-wei)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-6583
DOI	10.1177/0267658319842300
Schlagwörter	Second Language Learning; Second Language Instruction; English (Second Language); Vocabulary Development; Grade 1; Elementary School Students; Chinese; Native Language; Phonology; Cognitive Ability; Language Processing; Naming; Familiarity; Rhyme; Teaching Methods; Semantics; Pretests Posttests; Comparative Analysis; Foreign Countries; Correlation; Phonemic Awareness; Phoneme Grapheme Correspondence; Nonverbal Ability; Speech Communication; Memory; Taiwan + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Wortschatzarbeit; School year 01; 1. Schuljahr; Schuljahr 01; China; Chinesen; Fonologie; Denkfähigkeit; Sprachverarbeitung; Reim; Teaching method; Lehrmethode; Unterrichtsmethode; Semantik; Ausland; Korrelation; Gedächtnis
Abstract	This article reports a study examining whether foreign language (FL) word learning can be improved with reduction in cognitive load. Cognitive load theory has received substantial supports in various fields of learning but never in FL word learning. Due to the defined poverty in exposure to the FL, hence deprived cognitive pre-requisites for natural FL development, cognitive load could be critical to FL learning success. Thus while word learning may be a simple attempt of associating word forms with their meanings for L1 children, for FL learners, the cognitive load is multiplied by the additional task of taming the often intractable phonological forms (both perceptive and productive) at the same time they are making the association. In light of cognitive burden reduction, FL learners could thus benefit from learning phonological forms first as their L1 counterparts do. The present study examined whether beginning learners of English as a foreign language (EFL) learn English novel names better if first familiarized with the phonological rimes of target names whose referents are taught only later. Chinese-speaking first graders were assigned to one of three teaching conditions: rime familiarization, which familiarized children with rimes through rhyming activities without any meanings involved; spoken vocabulary, which taught words in rhyming groups together with their referents; and semantic control, which focused on word use. As the results showed, the rime familiarization group outperformed the other two by an improvement score several times greater, suggesting the critical role of cognitive load in FL word learning success. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01