THE IMPACT OF CONTEXT ON EFL LEARNERS’ VOCABULARY RETENTION

Thi Cong Dung Nguyen

Abstract


Vocabulary is believed to be stored in memory through phonological and semantic routes (Papagno, Valentine & Baddeley, 1991). As such, learners can encode words by repetition or by inferring their meaning in a context. However, the effectiveness of the two techniques for learning vocabulary, namely rote rehearsal and context-based strategy, in acquiring foreign language vocabulary has been controversial and hence has encouraged more empirical evidence. This study was conducted to investigate which of these two techniques had the greater impact on students’ vocabulary retention. The results revealed that the vocabulary retention of learners in the context-based strategy outperformed those in the rote group at both test intervals. Although the differences between the two groups in the delayed test failed to reach significance, their outstanding results in the immediate test were much more striking. The findings, therefore, suggested that context was more favorable for achieving word meanings than rote rehearsal in general.

 

Article visualizations:

Hit counter


Keywords


the impact of context, on EFL learners’ vocabulary, retention

Full Text:

PDF

References


Ahmed, M. O. (1989). Vocabulary learning techniques. In Meara, P. (Ed.). beyond words, 3-14, London: CILT.

Allen, V. F. (1983). Techniques in teaching vocabulary. Oxford: OUP.

Anderson, J. R. (1990). Cognitive psychology and its implications (3rd ed.). New York: Freeman.

Anderson, J. R. (1976). Language, memory and thought. Mahwah, NJ: Erlbaum.

Atkinson, R. C. & Raugh, M. (1975). An application of the mnemonic keyword method to the acquisition of Russian vocabulary. Journal of Experimental Psychology: Human Learning and Memory, 104(2), 126-33.

Atkinson, R. C. & Shiffrin, R. M. (1968). Human memory: a proposed system and its control processes. In K. W. Spence & J. T. Spence, The psychology of Learning and Motivation, 2, 89-195. New York: Academic Press.

Atkinson, R. C. (1975). "Mnemotechnics in Second-language learning". American Psychologist, 30, 821-28.

Baddeley, A. D. (1982). Domains of Recollection. Psychology Review, 89, 708-29. Baddeley, A. D. (1990). Human memory. Boston, Mass: Allyn & Bacon.

Baddeley, A. D. (1996a). Short-term memory for word sequences as a function of acoustic, semantic and formal similarity. Quarterly Journal of Experimental Psychology, 18, 362-65.

Baddeley, A. D. (1996b). The Influence of Acoustic and Semantic Similarity on Long- term for Word Sequences. Quarterly Journal of Experimental Psychology, 18, 302- 309.

Bernstein, D. A., Nash P. W. (2008). Assensial of psychology. USA: Houghston Mifflin Company.

Bower, G. H. & Winzenz, D. (1970). Comparison of associative learning strategies. Psyconomoc science, 20, 119-20.

Brown, J. (1958). Some Tests of the Decay Theory of Immediate Memory. Quarterly Journal of Experimental Psychology 10, 12-21.

Brown, T. & Perry, F. (1991). A comparison of three learning strategies for ESL vocabulary acquisition. TESOL Quarterly, 25(2), 655-70.

Bui, L. C. (2000). The effects of phonological rehearsal on the adolescents’ second language acquisition, Unpublished MA dissertation. Macquarie University.

Carter, R. (1987). Vocabulary: Applied linguistic perspectives. London: Allen & Unwin.

Channell, J. (1980). Applying semantic theory to vocabulary teaching. English Language Teaching Journal, 35, 115-22.

Cherry, K. (2009). 4 Explanations for forgetting. (Retrieved September 7, 2010 from http://psychology.about.com/b/2009/09/18/4-explanations-for-forgetting.htm)

Coady, J. (1997). L2 vocabulary acquisition. In J. Coady & T. Huckin (Eds), Second language vocabulary acquisition. Cambridge: CUP.

Cohen, A. D. & Aphek, E. (1981). Easifying second language learning. Studies in Second Language Acquisition, 3(2), 221-36.

Conrad, R. & Hull, A. J. (1964). Information acoustic confusion and memory span. British Journal of Psychology, 55, 429-32.

Conrad, R. (1964). Acoustic Confusions in Immediate Memory. British Journal of Psychology, 55, 75-84.

Cook, G. (1994). Repetition and learning by heart: An aspect of intimate discourse, and its implications. English Language Teaching Journal, 48(2), 133-139.

Craik, F. & Tulving, E. (1975). Depth of Processing and the Retention of Words in Episodic Memory. Journal of Experimental Psychology, 104(3), 1975.

Craik, F. & Lockhart, R. S. (1972). Levels of processing. A framework for memory research. Journal of Verbal Learning and Verbal Behaviour, 11, 671-684.

Dang, T. T. N. (2009). The effects of songs on children’s vocabulary retention. Unpublished MA dissertation. Cantho University.

Deccarico, J. S. (2001). Vocabulary learning and teaching. In Celca-Murcia, M. (ed.), Teaching English as a second or foreign language (3rd Ed.), pp. 285-99. Boston: Heinle & Heinle.

Delaney, H. D. (1978). Interaction of individual differences with visual and verbal elaboration instructions. Journal of Educational Psychology, 70, 306-18.

Desrochers, A., DeRoy Wieland, L., & Cote, M. (1991). Instructional effects in the use of the mnemonic keyword method for learning German nouns and their grammatical gender. Applied Cognitive Psychology, 5, 19-36.

Desrochers, A., Wieland, L. D., & Côté, M. (1991). Instructional effectiveness in the use of the mnemonic keyword for learning German nouns and their grammatical gender, Applied Cognitive Psychology, 5, 19-36.

Duong, T. H. O. & Nguyen, T. H. (2003). Memorization and EFL Students’ Strategies at University Level in Vietnam. The Electronic Journal for English as a Second Language, 10(2), 1-16.

Ellis, N. & Beaton, A. (1993). Factors affecting the learning of foreign language vocabulary: Psychology linguistic determinants. Language Learning, 43, 559-617.Ellis, N. C. (1995). The psychology of foreign language vocabulary acquisition: Implication for CALL. International Journal of Computer Assisted Language Learning, 8(2-3), 103-28.

Ellis, N. C. & Sinclair, (1996). Working memory in the acquisition of vocabulary and syntax: Putting language in good order. The Quarterfly Journal of Experimental Psychology, 49A, 234-250.

Fan, M. Y. (2003). Frequency of use, perceived usefulness, and actual usefulness at SL vocabulary strategies: A study of Hongkong learners. The Mordern Language Journal, 87(2), 222-41.

Folse, K. S. (2004). Vocabulary myths: Applying second language research to classroom teaching. Ann Arbor: University of Michigan Press.

Gary, N., & Gary, J. O. (1982). Packaging comprehension materials: Towards effective language instruction in difficult circumstances. System, 10, 61-69.

Gershman, S. J. (1970). Foreign language vocabulary learning under seven conditions. Unpublished PhD Thesis, Columbia University.

Gordon, A. (2005). Forgetting and Reconstructive Memory. Psychology 105. Dr. Gordon, 27. (Retrieved September 7, 2010 from http://www.psych.wright.edu/gordon/psy105/Psy105Module27-outline).

Grace, C. A. (1998). Retention of word meanings inferred from context and sentence-level translations: Implications for the design of beginning-level CALL software. The Modern Language Journal, 82(4), 533-544.

Grinstead, W. (1915). An experiment in the learning of foreign words. American psychologist, 9, 407-8.

Gu, P. Y., & Johnson, R. K. (1996). Vocabulary learning strategies and language learning outcomes. Language Learning, 46(4), 643-70.

Gu, P. Y. (2003). Vocabulary learning in a second language: Person, task, context and strategies. TESL-EJ, 7(2), 1-25.

Hague, S. A. (1987). Vocabulary instruction: What L2 can learn from L1. Foreign Language Annals, 20(3), 217-225.

Hill, M. (1994). A word in your ear: To what extent does hearing a new word help learners to remember it? In N. Bird & P. Falvey & A.B.M. Tsui & D.M. Allison & A. McNeill (Eds.). Language and learning (pp. 447-462). Hong Kong: Hong Kong Education Department.

Hogben, D. & Lawson, M. J. (1994). Keyword and multiple elaboration strategies for vocabulary acquisition in foreign language learning. Contemporary Educational Psychology, 19, 367-76.Hogben, D. & Lawson, M. J. (1996). The vocabulary-learning strategies of FL students. Language learning, 46(1), 101-35.

Honeyfield, J. (1977). Word frequency and the importance of context in vocabulary learning. REL. Journal, 8, 35-42.

Hornby T. et al. (1984). Oxford advanced dictionary of current English. Oxford: OUP.

Hulstijn, J. H. (1992). Retention of inferred and givenword meanings: experiments in incidental vocabulary learning. In Arnauld, P., & B’joint, H. (eds). Vocabulary and Applied Lingustic, 113-24. London: Macmillan.

Hulstijn, J. H. (1997). Mnemonic methods in foreign language vocabulary learning- theoretical considerations and pedagogical implications. In J. Coady & T. Huckin (eds), Second language vocabulary acquisition, 203-24. Cambridge: CUP.

Hulstijn, J. H. (2001). Incidental and Intentional second-language vocabulary learning a reappraisal of elaboration, rehearsal and automaticity. In P. Robinson (Ed.), Cognition and Second Language Instruction, 258- 86. Cambridge: CPU.

Jackson, H. & Amvela, E. Z. (2000). Words, meaning and vocabulary: An introduction to modern English lecicology. London: Cassell.

Jenkins, J. G. & Dallenbach, K. M. (1924). Obliviscence during sleep and waking. American Journal Psychologist, 35, 605-12.

Kelly, P. (1992). Does the ear assist the eye in the long-term retention of lexis? IRAL, 30, 137-145.

Khuwaileh, A. A. (1995). Words and context in EFL. Grazer Linguistic Studien, 44, 27- 36.

Kitajima, R. (2001). The effect of instructional condition oon students’ vocabulary retention. Foreign Language Annals, 34(5), 482.

Kojic-Sabo, I. & Lightbrown, P. M. (1999). Students’ approaches to vocabulary learning and their relationship to success. The Mordern Language Journal, 83(2), 176-92.

Kovecses, Z. & Szabo, P. (1995). Idioms: A view from cognitive semantics. Budapest: Loivos Lorand University.

Krashen, S. D. & Terrell. T. D. (2000). The Natural approach: Language acquisition in the classroom. New York: Longman.

Laufer, B. & Shmueli, K. (1997). Memorizing new words: does teaching have anything to do with it? RELC Journal, 28(1), 89-106.

Lawson, M. J. & Hogben, D. (1996). The vocabulary-learning strategies of foreign- language students. Language Learning, 46(1), 101-35.

Levin, J. R., Levin, M. A., Glasman, L. D. & Nordwall, M. B. (1992). Mnemonic vocabulary instruction: Additional effectiveness evidence. Contemporary Educational Psychology, 17, 156-174.

MacDaniel, M. A., Pressley, M., and Dunay, P. K. (1987). Long-term Retention of Vocabulary after Keyword and Context Learning. Journal of Educational Psychology,79(1), 87-89.

Machalias, R. (1991). Semantic networks in vocabulary teaching and their application in the foreign language classroom. Journal of the Australian Modern Language Teachers' Association, 26(3), 19-24.

Maley, A. (1986). Series editors’ preface. In Morgan, J. & Rinvolucri, M. (Eds.), Vocabulary. Oxford: OUP.

Martin, A. V. (1976). Teaching academic vocabulary to foreign graduate students. TESOL Quarterly, 10, 91-97.

McCarthy, M. J. (1990). Vocabulary. Oxford: OUP.

McDaniel, M. A., Pressley, M., & Dunay, P. K. (1987). Long-Term retention of vocabulary after keyword and context learning. Journal of Educational Psychology, 71(1), 87-89.

Meara, P. (1980). Vocabulary acquisition: a neglected aspect of language learning. Language Teaching and Linguistics, 13(4), 221-46.

Medina, J. M. G. (2009). Word lists vs. words in a text context: A study on ESL vocabulary learning in rural Columbia. Unpublished MA Thesis, Columbia: Villetta University.

Mehrpour, S. (2008). A comparision of the effects of two vocabulary teaching techniques. Shiraz University. Iran. Asian EFL Journals, 10(2). (Retrieved July 15, 2010 from http://www.asian-efl-journal.com/June_08_sm.php).

Mondon, L. (1998). Forgetting. (Retrieved September 20, 2010 from http://www.garysturt.free-online.co.uk/forget.htm)

Nandy, M. (1994). Vocabulary and grammar. For G. C. E. “O” level English. Singapore: Composite study aids.

Nation, I. S. P. (1990). Teaching and learning vocabulary. New York: Newbury House. Nation, I.S.P. (2001). Learning vocabulary in another language. Cambridge: CPU.

Noice, H. (1993). Effects of rote versus gist strategy on the verbatim retention of theatrical scripts. Applied Cognitive Psychology, 7(1), 75–84.

O’Malley, et al., (1985). Learning strategies used by beginning and intermediate ESL students. Language Learning, 35 (I), 21-46.O’Malley, et al., (1990). Learning strategies in second language acquisition. Cambridge: CPU.

Oxford, R. (1994). Language learning strategies: What every teacher should know. New York: New Bury House.

Papagno, C., Valentine, T. & Baddeley, A. D. (1991). Phonological short-term memory and foreign language vocabulary learning. Journal of Memory and Language, 30, 331- 47.

Paribakht, T. S & Wesche, M. (1997). Vocabulary enhancement activities and reading for meaning in second language vocabulary. In J. Coady & T. Huckin (Eds.),Second language vocabulary acquisition, 174-230. Cambridge: CUP.

Peterson, L. R., & Peterson, M. J. (1959). Short-term retention of individiual verbal items. Journal of Experimental Psychology, 58, 193-198.

Pressley, M. & Levin, J. R. (1978). Development constraints associated with children’ use of the keyword method in foreign language learning. Journal of Experimental Psychology, 26, 359-72.

Pressley, M. et al. (1987). Remembering versus inferring what a word means: Mnemonic and contextual approaches. In M. G. McKeown & M. E. Curtis (Eds.), The nature of vocabulary acquisition, 107–127. Hillsdale, NJ: Erlbaum.

Pressley, M., et al. (1980). Young children’s learning of foreign language vocabulary: A sentence variation of the keyword method. Contemporary Educational Psychology, 5, 22-29.

Prince, P. (1996). SL vocabulary learning: the role of context versus Translation as a function of proficiency. The Modern Language Journal, 80(4), 478-93.

Qian, D. D. (1996). ESL Vocabulary Acquisition: Contextualization and Decontextualization. The Canadian Modern Language Review, 53, 120-42.

Rivers, M. W. (1981). Teaching foreign language skills (2nd Ed.). Chicago: The University of Chicago Press.

Sannoui, R. (1992). Vocabulary learning and teaching in french as second language classrooms. Unpublished Doctoral Dissertation, Canada: University of Toronto, Ontario.

Sannoui, R. (1995). Adult learners’ approach to learning vocabulary in second languages. Modern Language Journal, 79, 15-28.

Schouten-van Parreren, C. (1989). Vocabulary learning through reading: which conditions should be met when presenting words in texts? In P. Nation & R. Carter (Eds.), Vocabulary acquisition. Amsterdam: Free University Press (AILA Review/Revue de l’AILA 6).

Schulman, H. G. (1970). Encoding and retention of semantic and phonemic information in short-term memory. Journal of Verbal Learning And Verbal Behavior, 9(5), 499-508.

Sesnan, B. (2001). How to teach English: Oxford: OUP.

Shizuka, T. (1992). A comparison of two different vocabulary learning strategies: Guessing word meanings from context and rote memorization with L1 equivalents. The Institute for Research in Language Teaching.

Siriwan, M. (2007). English vocabulary learning strategies employed by Rajabhat University students. Unpublished PhD dissertation. Thailand: Suranaree University of Technology. (Retrieved October 2, 2010 from http://sutir.sut.ac.th:8080/sutir/bitstream/123456789/284/1/mayuree_fulltext.pdf.

Smith, R. K. (1998). Building vocabulary for college (4th.ed.). Boston: Hughton Mifflin.

Sökmen, A. J. (1997). Current trends in teaching second language vocabulary. In N. Schmitt & M. McCarthy (Eds), Vocabulary: Description, acquisition and pedagogy (pp.237-257). Shanghai: Shanghai Foreign Language Education Press.

Sterberg, R. J. (1987). Most vocabulary is learned from context. In The nature of vocabulary acquisition, edited by M. G. McKeown & M.E. Curtis, 107-27, Hillsdale: NJ: Lawrence Erlbaum.

Thornllike, E. (1914). Repetition versus recall in memorizing vocabularies. Journal of Educational Psychology, 5, 596-7.

Tim, M. T. (2008). The effectiveness of guessing vocabulary meaning using contextual clues and learning word list in terms of vocabulary retention. Unpublished MA dissertation. Hongkong: University of Hongkong.

Ur, P. (1996). A course in language teaching: Practice and theory. Cambridge: CUP.

Van Hell, J. G. & Mahn, A. C. (1997). Keyword mnemonics versus rote rehearsal: Learning concrete and abstract foreign words by experienced and inexperienced learners. Language Learning, 47(3), 507-46.

Walsh D. A. & Jenkins, J. J. (1973). Effects of orienting tasks on free recall in incidental learning: “difficulty,” “effort,” and “process” explanations. Journal of Verbal Learning and Verbal Behavior, 2(5), 481-88.

Wang, A. Y. & Thomas, M. H. (1992). The effect of imagery-based mnemonics on the long-term retention of Chinese characters. Language Learning, 42, 359-76.

Zimmerman, C. B. (1994). Self-selected reading and interactive vocabulary instruction: Knowledge and perceptions of word learning among L2 learners. Unpublished PhD dissertation. Los Angeles: University of Southern California.




DOI: http://dx.doi.org/10.46827/ejfl.v6i2.4295

Refbacks

  • There are currently no refbacks.


Copyright © 2015 - 2023. European Journal of Foreign Language Teaching (ISSN 2537-1754) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms.

All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).