Secondary task type, exposure frequency, and their combined effects on second language vocabulary learning through reading

Abstract

The type of processing-resource allocation (TOPRA) model predicts that the semantic processing of new second language (L2) words can impede the learning of their forms while structural processing can promote it. Using this framework, the present study examined the effects of processing type (semantic, structural, control), exposure frequency (one exposure, three exposures), and their combination on the learning of new L2 words through reading. Adult Japanese learners of English read a reading text that contained 10 target words, five of them were repeated only one time whereas the other five were repeated three times. They were asked to answer some comprehension questions as their primary task, and the participants in the semantic and structural processing groups were asked to perform the secondary vocabulary processing tasks (pleasantness rating and phonological recording, respectively) to further process target word meanings or forms. The unexpected first language (L1)-to-L2 and L2-to-L1 cued recall were administered. The positive effects of structural processing and exposure frequency were demonstrated in L1-to-L2 cued recall. The results further suggested that effects of vocabulary processing type and exposure frequency vary depending on how vocabulary gain is measured.

Word learning and lexicalization in a second language: Evidence from the Prime lexicality effect in masked form priming

“…Specifically, the study investigated how different types of processing and learning affect lexicalization of new L2 words given that previous research has yet to examine this issue. Studies on L2 vocabulary acquisition have revealed that different types of vocabulary-related processing result in different types of learning in a dissociable manner (e.g., Barcroft, 2002Barcroft, , 2003Barcroft, , 2009Kida, 2020;Sommers & Barcroft, 2013;Wong & Pyun, 2012). Such findings are consistent with the predictions of the type of processing resource allocation (TOPRA) model for L2 vocabulary learning (Barcroft, 2002) that posits that we allocate limited processing resources to L2 word form or meaning according to the demands imposed by the learning task.…”

“…When the model did not converge, we took steps to simplify the random effects structure until the model converged. Based on the prediction of the TOPRA model and results of previous TOPRA-modelbased studies (e.g., Barcroft, 2002Barcroft, , 2003Barcroft, , 2004Kida, 2020;Kida & Barcroft, 2018), our primary focus was different according to the types of processing and types of recall. Therefore, learning condition was dummy coded differently depending on recall types: when the target language was L2 (i.e., L2 free recall and L1-to-L2 cued recall), the form processing condition was the reference level whereas when the target language was L1 (i.e., L1 free recall and L2-to-L1 cued recall), the semantic processing condition was set as reference.…”

Gender Influence on Students Attitude Towards the Use of Scramble Game for Learning in Secondary School English Language Concepts in Ilorin Metropolis

“…Other research revealed that learning new vocabulary in a second language requires between 5 to 16 exposures (Kida, 2022). In such a case then, games help provide this exposure as they involve repeated tries and failure (Kida, 2022). However, the study emphasized that this would only be achieved with the appropriate use of gamification in the learning.…”

“…Although this can be very challenging and time consuming, interactive, collaborative and competitive games tend to motivate and encourage student participation in the learning process (Onasanya et al, 2021;Xu et al, 2022). Other research revealed that learning new vocabulary in a second language requires between 5 to 16 exposures (Kida, 2022). In such a case then, games help provide this exposure as they involve repeated tries and failure (Kida, 2022).…”

“…Activities structured as games can provide concrete practice for learners, while reducing the tension and anxiety often encountered during the learning process. Appropriate use of game elements in the classroom could result not only in enhanced motivation and learning experiences but also facilitate accuracy and fluency in language learners (Kida, 2022;Rose et al, 2016;Saprudin et al, 2020). Language games lead students to be more self-confident and achieve better results.…”