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The Effects of Retrieving Words in Decontextualized Vocabulary Instruction

  • Modern English Education
  • Abbr : MEESO
  • 2009, 10(3), pp.17-41
  • Publisher : The Modern English Education Society
  • Research Area : Humanities > English Language and Literature > English Language Teaching

허진희 1

1공주대학교

Accredited

ABSTRACT

Vocabulary learning is an integral area of language teaching and plays an incremental role in language learning. With the increasing awareness of the importance of vocabulary, the present study aimed to investigate the effects of retrieving words in decontextualized vocabulary instruction. For the purpose this study compared the results of three different vocabulary task groups focusing on repetition, retrieval and generation. Immediate and delayed posttests were administered just after performing the assigned vocabulary tasks. In the immediate posttest, there was no statistically significant difference among the three groups even though the retrieval group got the highest score, whereas in the delayed posttest, the retrieval group performed significantly better than any other group. It may be because retrieval strengthens the connection between the cue and the retrieved knowledge. As regards word recognition and production, retrieval was more effective for word production. It is suggested that in a time-limited learning condition, having opportunities to retrieve words many times is more effective than putting more mental efforts into vocabulary learning for middle school students.

Citation status

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