Vocabulary Retention and Concordance-based Learning in L3 Acquisition

Year 2017, Volume: 3 Issue: 2, 313 - 324, 25.09.2017

İrina Rets

https://doi.org/10.32601/ejal.461029

Cited By: 3

Abstract

Vocabulary knowledge is considered to be key to language comprehension and speech production.
Although there is considerable research literature on vocabulary learning, there is no consensus on which
vocabulary teaching / learning strategy is the most successful. The article describes the findings of an
experimental research study aimed at analysing the effect of concordance-based learning on L3
vocabulary acquisition and retention. L3 is understood in the present research as a chronologically third
language acquired by a speaker (Mayo, 2012). The study features 48 participants learning German as a
second foreign language subsequently to English who were divided randomly into experimental and
control groups. While the experimental group learnt words with the help of online concordance, the
control group worked with conventional vocabulary worksheets. A pre-test, a post test, and a delayed
vocabulary recall test were conducted with both groups. The study showed that the experimental group
outperformed the control group in both post- and delayed tests. The aspect of vocabulary knowledge that
was acquired and retained more successfully with concordance-based activities was making up sentences
and building collocations with the given key words. The study also demonstrated the usability of
concordance-based learning with A1 language level students within the framework of L3 acquisition. 

Keywords

Concordance, corpus linguistics, vocabulary learning, L3 acquisition, data-driven learning

References

• Beresova, J. (2015). Authentic materials–enhancing language acquisition and cultural awareness. Procedia-Social and Behavioral Sciences, 192, 195-204.
• Caines, A., McCarthy, M., & O’Keeffe, A. (2016). Spoken language corpora and pedagogical applications. The Routledge Handbook of Language Learning and Technology, 348.
• Cenoz, J. (2001). The effect of linguistic distance, L2 status and age on cross-linguistic influence in third language acquisition. Cross-linguistic influence in third language acquisition: Psycholinguistic perspectives, 111(45), 8-20.
• Cobb, T. (1997). Is there any measurable learning from hands-on concordancing? System, 25(3), 301-315.
• Daskalovska, N. (2015). Corpus-based versus traditional learning of collocations. Computer Assisted Language Learning, 28(2), 130-144.
• De Bot, K., Jaensch, C., & Mayo, M. D. P. G. (2015). What is special about L3 processing? Bilingualism, 18(2), 130.
• Faerch, C., Haastrup, K. & Phillipson, R. (1984). Learner language and language learning. Köpenhamn: Gyldendals sprogbibliotek and Clevedon: Multilingual Matters.
• Foote, R. (2009). Transfer in L3 acquisition: The role of typology. Third language acquisition and universal grammar, 37, 89.
• Funk, H., & Kuhn, C. U.A. (2010). Studio d A1/A2 Deutsch als Fremdsprache Kurs- und Übungsbuch. Cornlesen Verlag: Indische Auflage.
• Gilquin, G., & Granger, S. (2010). How can data-driven learning be used in language teaching? In A. O’Keeffe & M. McCarthy (Eds.), The Routledge handbook of corpus linguistics (pp. 359-369). London: Routledge.
• Gu, Y. (2002). Gender, academic major, and vocabulary learning strategies of Chinese EFL learners. RELC journal, 33(1), 35-54.
• Guan, X. (2013). A study on the application of data-driven learning in vocabulary teaching and learning in China's EFL class. Journal of Language Teaching and Research, 4(1), 105-112.
• Hulstijn, J. H. (2001). Intentional and incidental second language vocabulary learning: A reappraisal of elaboration, rehearsal and automaticity (pp. 258-286). NA.
• Jalilifar, A., Mehrabi, K., & Mousavinia, S. R. (2014). The effect of concordance enriched instruction on the vocabulary learning and retention of Iranian EFL learners. Procedia- Social and Behavioural Sciences, 98, 742-746.
• Johns, T. (1991). Should you be persuaded: Two samples of data-driven learning materials (pp. 1-13). NJ.
• Mayo, M.D.P.G. (2012). Cognitive approaches to L3 acquisition. International Journal of English Studies, 12(1), 129-146.
• O'keeffe, A., McCarthy, M., & Carter, R. (2007). From corpus to classroom: Language use and language teaching. Cambridge: Cambridge University Press.
• Schmitt, N., & Schmitt, D. (2014). A reassessment of frequency and vocabulary size in L2 vocabulary teaching. Language Teaching, 47(04), 484-503.