Abstract
The present study set out to examine how we can optimize paired-associate learning of second language (L2) vocabulary. In paired-associate learning, retrieval, where learners are required to access information about an L2 word from memory, is found to increase vocabulary learning. Retrieval can be categorized according to dichotomies of (a) recognition versus recall and (b) receptive versus productive. In order to identify the optimal retrieval format, the present study compared the effects of the following four conditions: recognition, recall, hybrid (combination of recall and recognition), and productive recall only. In this study, 64 English-speaking college students studied 60 Swahili-English word pairs using computer-based flashcard software. Results suggested that for paired-associate learning of L2 vocabulary, (a) recall formats are more effective than recognition for the acquisition of productive knowledge of orthography and (b) recognition formats are more desirable than recall when knowledge of spelling is not required.
Acknowledgments
This research was supported by the Faculty Research Grant (#98778) and the Victoria PhD Scholarship from Victoria University of Wellington as well as Grant-in-Aid for Research Activity Start-up (#15H06746) and Grant-in-Aid for Young Scientists (A) (#16H05943) from the Ministry of Education, Culture, Sports, Science, and Technology of Japan. This article is based on part of the author‘s doctoral dissertation, which was submitted to Victoria University of Wellington in 2013. I am very grateful to Stuart Webb, Paul Nation, Rod Ellis, Jan Hulstijn, Stuart McLean, and anonymous reviewers for their invaluable advice. I would also like to extend my special thanks to Yu Tamura for his assistance with data analysis.
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