UNSPECIFIED. (1996) List learning of second language vocabulary. APPLIED PSYCHOLINGUISTICS, 17 (4). pp. 443-460. ISSN 0142-7164

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Abstract

The learning of second language vocabulary in lists of word pairs is a widespread practice. A basic practical question in this respect is whether it is more effective for nonfluent bilinguals to learn word pairs in first language-second language order (L1-L2), or vice versa. To date, experimental psychology has not given a clear answer to this question, partly because it has not addressed the relevant issues directly. This article reviews some aspects of psychology that are relevant to L2 vocabulary list learning and reports on an experiment conducted with comprehensive (high) school students, aged 11-13, who were learning French. The experiment examined the presentation of vocabulary items to be learned. It was found that presenting items in L1-L2 order was the more versatile form of presentation if both production and comprehension of L2 items were required on the part of the learner. The theoretical implications of the findings, relating to the structure of the bilingual lexicon, are also discussed.

Item Type:	Journal Article
Subjects:	P Language and Literature B Philosophy. Psychology. Religion > BF Psychology
Journal or Publication Title:	APPLIED PSYCHOLINGUISTICS
Publisher:	CAMBRIDGE UNIV PRESS
ISSN:	0142-7164
Date:	December 1996
Volume:	17
Number:	4
Number of Pages:	18
Page Range:	pp. 443-460
Publication Status:	Published
URI:	http://wrap.warwick.ac.uk/id/eprint/18087

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