SPACED VOCABULARY ACQUISITION WHILE INCIDENTAL LISTENING BY ESL UNIVERSITY STUDENTS

IF 0.7 Q3 EDUCATION & EDUCATIONAL RESEARCH
T. Zubenko, Anastasiia Gavrylenko, Tetyana Zhyvotovska, Nadiia Vasylieva
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引用次数: 0

Abstract

Based on a prior study by Zubenko and Shwedel (2019), the present study investigated the possible effects of repetition (repeated exposure) on the incidental acquisition and retention of 120 English target words by 51 Ukrainian-speaking ESL learners at a Ukrainian university. The hypothesis was that regular repetition of vocabulary while incidental listening would have a significant and positive effect on students’ vocabulary acquisition and performance. The paper examines the results of the implementation of spaced repetition of L2 vocabulary strategy of the second-year students who were covering the same vocabulary they learned during the experiment in the previous year. 7 audio lessons were created for increasing the long-term retention of target vocabulary in the students’ memory. Participants (N=51) were second-year Ukrainian university students majoring in English as a second language (ESL) at the age of 17-19. They were assigned to three groups, one experimental and two comparison. The optimal result based on the interval of repetitions influences the vocabulary recall and retention. Students who used the spaced L2 vocabulary acquisition strategy (SVAS) outperformed on the End-of-Experiment test 84,1 versus 80,6 for the Comparison group. The results prove that spaced L2 vocabulary acquisition strategy is an efficient part of enriching new vocabulary. The findings indicate that implications of this research are connected with the spaced vocabulary acquisition strategy as an effective tool for learning new lexical units by ESL learners while incidental listening to the audio dictionary lessons. Thus, the study results open up new possibilities for the teachers and learners to consider implementing audio dictionaries and similar tools as assets for efficient vocabulary learning.
英语大学生附带听力时的间隔词汇习得
基于Zubenko和Shwedel(2019)之前的研究,本研究调查了重复(重复暴露)对乌克兰一所大学51名讲乌克兰语的ESL学习者偶然习得和保留120个英语目标单词的可能影响。假设有规律的词汇重复和偶然的听力对学生的词汇习得和表现有显著的积极影响。本研究考察了二年级学生在学习前一年实验中所学词汇的基础上,对二年级学生进行二语词汇间隔重复策略的实施效果。为了提高学生对目标词汇的长期记忆,我们制作了7个音频课程。参与者(N=51)为17-19岁的乌克兰大学二年级学生,主修英语作为第二语言(ESL)。他们被分为三组,一组是实验组,两组是对照组。基于重复时间间隔的最优结果影响词汇的回忆和记忆。使用间隔词汇习得策略(SVAS)的学生在实验结束测试中的表现优于对照组(84,1)和对照组(80,6)。结果表明,空间词汇习得策略是二语词汇丰富的有效手段。本研究的结果表明,间隔词汇习得策略作为一种有效的工具,可以帮助ESL学习者在附带收听音频词典课程的同时学习新的词汇单元。因此,研究结果为教师和学习者考虑使用音频词典和类似工具作为有效词汇学习的资产开辟了新的可能性。
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来源期刊
Advanced Education
Advanced Education EDUCATION & EDUCATIONAL RESEARCH-
自引率
27.30%
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审稿时长
8 weeks
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