The Effects of Inferring, Verifying, and Memorizing on the Retention of L2 Word Meanings

Abstract

This study investigated whether a word-learning method in which learners infer the meaning of unknown words from the context, subsequently verify the meaning with the aid of a word list, and finally memorize the meaning ("meaning-inferred method") leads to better retention than one in which the meaning of unknown words is given in the form of a translation so that learners can immediately start memorizing ("meaning-given method"). Additionally, the learning effect of the various stages of the meaning-inferred method (inferring, verifying, and memorizing) was investigated. In all cases the amount of time invested was recorded. The most important findings were: (a) The meaning-inferred method leads to a similar level of retention as the meaning-given method, but the former is considerably more timeconsuming and therefore less efficient; and (b) each separate stage of the meaning-inferred method leads to retention, but the learning effect of memorizing is the greatest, and the learning effect of verifying is about the same as that of inferring.

Effects of Contextualized Reading Tasks on Incidental Vocabulary Learning: Iranian EFL Learners in Focus

“…Thus, it can be claimed that on the immediate vocabulary test, task type did not lead to significant differences in the learners' performance, whereas timing did affect the learners' performance significantly. The results of this study lend further support to findings of other researchers who have corroborated the effectiveness of incidental vocabulary learning (Hulstijn, 1992;Stern, 1992;Wesche and Paribakht, 2000;Laufer and Hulstijn, 2001;Mondria, 2003). The present findings are specifically in line with those of Fukkink et al (2001) who conclude that incidental vocabulary learning as a byproduct of contextualized language learning tasks or activities accounts for a substantial proportion of vocabulary acquisition.…”

Incorrect inferences and contextual word learning in English as a second language

“…Contextual word learning is an incremental process influenced by text, word, learner and situational factors (Paribakht & Wesche, 1999). Correctly inferring a word's meaning from context is not always synonymous with learning (Frantzen, 2003;Haastrup, 1991;Hulstijn, 2001;Mondria, 2003;Mondria & Wit-de Boer, 1991;Pressley, Levin & McDaniel, 1987). The effect of incorrect inferences on word learning has been researched to a lesser extent, but it is generally assumed that incorrect inferences would interfere with the encoding of correct word meanings and have a negative effect on learning.…”

“…(1) actively inferring meanings from context (meaningfocused elaboration) increases readers' engagement with novel words and the context (Hulstijn, Hollander & Greidanus, 1996;Laufer, 2005;Mondria & Wit-de Boer, 1991;Schmitt, 2008); (2) Fraser, 1999;Kelly, 1990;Mondria, 2003).…”

“…A common concern about this approach to learning new words expressed in these interviews was, 'What if I guess incorrectly?' Indeed, researchers have found that L2 readers make incorrect inferences about word meanings during reading (Bensoussan & Laufer, 1984;Frantzen, 2003;Kelly, 1990;Laufer, 1997;Mondria, 2003;Schoutenvan Parreren, 1992). Incorrect inferences may arise when the context in which an unfamiliar word occurs provides insufficient support for inferring the meaning (is lowconstraining, vague or ambiguous).…”

An Evaluative Study of Memorization as a Strategy for Learning English

“…They suggested that memorization could satisfy certain needs of language learners; in addition, learners were advised to avoid rote learning. Mondrian (2002) investigated whether a word-learning method in which learners infer the meaning of unknown words from context and then memorize the meaning leads to better retention than one in which the meaning of unknown words are given in the form of translation followed by memorizing. The results revealed that the use of the meaning-inferred method leads to a similar level of retention as the meaning-given method.…”