The effect of vocal production on vocabulary learning in a second language

Icht, Michal; Mama, Yaniv

doi:10.1177/1362168819883894

Cited by 16 publications

(21 citation statements)

References 66 publications

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“…At study, a larger number of unique processes are involved while encoding the produced items relative to the nonproduced items. The additional unique encoding information leads to enhanced memory [22, 23]. This rationale well explains the superiority of vocalizing visually presented text over silent reading, and the advantage of writing aurally presented material over listening.…”

Section: Discussionmentioning

confidence: 99%

“…The production effect has been shown to persist across a wide variety of stimulus types, including nonwords ([18], Expt. 6) or unfamiliar (L2) words [22], pictures [23], and text [24]. This latter finding of Ozubko and his colleagues [24] is of special importance as the study involved more complex material (sentences and essays), and the tests were educationally relevant (fill-in-the-blank, FITB tests).…”

Section: Introductionmentioning

confidence: 99%

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Production Improves Visual and Auditory Text Memory in Younger and Older Adults

2021

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Introduction: The production effect refers to memory benefits for materials that were produced (e.g., read aloud) relative to not produced (e.g., read silently) at study. Previous works have found a production benefit for younger and older adults studying written words and for young adults studying written text. The present study aimed to extend these findings by examining the effect of production on text memory in younger and older adults, in the visual, and in the auditory modalities. Methods: A group of young adults (n = 30) and a group of older adults (n = 30) learned informational texts, presented either visually or aurally. In each text, half of the sentences were learned by production (reading aloud or writing) and half by no production (reading silently or listening), followed by fill-in-the-blank tests. Results: An overall memory performance was found to be similar for both groups, with an advantage for the auditory modality. For both groups, more test items were filled in correctly when the relevant information appeared in the produced than in nonproduced sentences, showing the learners’ ability to use distinctiveness information. The production effects were larger for older than younger adults, in both modalities. Discussion: Since older adults are increasingly engage in learning, it is important to develop high-quality structured learning programs for this population. The current results demonstrate the preserved ability of older adults to successfully memorize texts and may guide planning of such programs. Specifically, since learning via the auditory modality yields superior performance for learners across age-groups, it may be recommended for text learning. Because older adults showed larger benefits from active production of the study material, it may be used to better remember educationally relevant material.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Production Improves Visual and Auditory Text Memory in Younger and Older Adults

2021

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“…While the production effect is strongest when adults generate the words themselves, it is also reported when an experimenter or another participant generates the word (MacLeod, 2011). The production effect is seen under different training conditions such as repeating or recalling novel words (Kan, Sadagopan, Janich, & Andrade, 2014;Krishnan, Watkins, & Bishop, 2017), and it also persists after delayed testing (Icht & Mama, 2019;Kaushanskaya & Yoo, 2011;Ozubko, Hourihan, & MacLeod, 2012).…”

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confidence: 96%

“…It is the processing of that same word on different levels that contributes to stronger encoding, for example, when reading aloud a word, which involves auditory and articulatory processing, versus when reading silently, which involves only visual processing. This has the effect of creating a more robust record in memory, and further retrieval is facilitated (e.g., Icht & Mama, 2019;Jones & Pyc, 2014;Mama & Icht, 2016;Ozubko et al, 2014;Pritchard et al, 2019;Zamuner, Morin-Lessard, Strahm, & Page, 2016).…”

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confidence: 99%

A Shift in the Direction of the Production Effect in Children Aged 2–6 Years

et al. 2021

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Research has found mixed evidence for the production effect in childhood. Some studies have found a positive effect of production on word recognition and recall, while others have found the reverse. This paper takes a developmental approach to investigate the production effect. Children aged 2-6 years (n = 150) from a predominantly white population in Ottawa, Canada were trained on familiar words which were either seen, heard or produced, followed by a recall task. Results showed a developmental shift: younger participants showed a reverse production effect, recalling more words that were heard during training, while older children showed the typical production effect, recalling more produced words. The effect of production on recall is not unidirectional and varies by age.

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“…Additionally, it can be speculated that a further factor which might have supported target vocabulary learning and retention in the OR+SW condition was the vocal production of target words during the performance of the OR task. The positive effect of vocal production of target words on L2 vocabulary development was confirmed by Icht and Mama (2019). The vocal production of target words might have formed a phonological representation of new L2 words in learners' memory which probably supported the acquisition of the target words.…”

Section: Discussionmentioning

confidence: 73%

The Effects of Three Forms of Reading-based Tasks on Iranian Intermediate and Advanced EFL Learners’ Vocabulary Uptake

Kamali

Behjat

Bagheri

2021

IJFLTR

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The present study explored the effects of three forms of reading-based L2 vocabulary tasks on learning and retention of 40 target words by Iranian intermediate and advanced male English as a Foreign Language (EFL) learners. To this end, 176 EFL learners were randomly selected and assigned to three experimental and one control condition across two levels of intermediate and advanced proficiency levels. The participants in the experimental conditions read 8 texts including 40 target words and performed word-focused (WF) tasks, oral reproduction (OR) plus summary writing (SW) tasks, and WF plus OR vocabulary tasks incorporating target words according to their task designation. The results of two-way MANOVA and Scheffe's post-hoc test demonstrated that while all three experimental conditions significantly outperformed the control group in terms of learning and retention of target words, the WF plus OR task was found to be the most effective condition. The results are justified in light of Laufer and Hulstjin's (2001) Involvement Load Hypothesis, Nation and Webb's (2011) Technique Feature Analysis, the Skill Acquisition Theory, and Swain's (1985 Output Hypothesis. The study concluded with pedagogical implications for language teachers and materials developers with regard to including both word-focused and meaning-oriented L2 vocabulary tasks in language classes and language textbooks.

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The effect of vocal production on vocabulary learning in a second language

Cited by 16 publications

References 66 publications

Production Improves Visual and Auditory Text Memory in Younger and Older Adults

Production Improves Visual and Auditory Text Memory in Younger and Older Adults

A Shift in the Direction of the Production Effect in Children Aged 2–6 Years

The Effects of Three Forms of Reading-based Tasks on Iranian Intermediate and Advanced EFL Learners’ Vocabulary Uptake

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