Structural elaboration to foster vocabulary retention: effects of sound repetition and attention direction
- Author
- June Eyckmans (UGent) and Seth Lindstromberg
- Organization
- Abstract
- It has frequently been observed that L1 words which share beginnings, such as onset consonants, are especially likely to render each other accessible in memory (Aitchison, 2003). In L2 research several experimental studies have found that learners who have been exposed to a list of decontextualized alliterative and non-¬‐alliterative L2 collocations (e.g., full force and full speed) find it relatively easy to recall the alliteratives (Lindstromberg & Boers, 2008; Boers, Lindstromberg & Eyckmans, 2012, 2013). The observed effect appears to be greatest when the learners’ attention is directed to the structural properties of the collocations. However, these studies touched on targeted collocations that were familiar to the participants before the study phase. In this paper we will cast light on the effect sound repetition on the long term retention of novel, authentic expressions in L2. In two separate classroom experiments, Dutch-¬‐ speaking learners of English were asked to study a list of unknown expressions, half of which contain sound repetition. One group of learners was asked to mark occurrences of sound repetition in the content words of the expressions (e.g., miss the mark; get the show on the road). The second group of learners had the same time on task but was not given the attention direction task. Form recall of the expressions was measured in a cued recall test immediately after the study phase and two weeks later. A comparative discussion of the results of both data sets will divulge whether (1) sound repetition causes expressions to be inherently more memorable, (2) attention direction is at the expense of the recall of the non-¬‐distinctive expressions.
- Keywords
- retention, vocabulary learning, sound repetition
Downloads
-
AELCO abstract Eyckmans Lindstromberg.pdf
- full text
- |
- open access
- |
- |
- 60.56 KB
Citation
Please use this url to cite or link to this publication: http://hdl.handle.net/1854/LU-5862849
- MLA
- Eyckmans, June, and Seth Lindstromberg. “Structural Elaboration to Foster Vocabulary Retention: Effects of Sound Repetition and Attention Direction.” 9th International Conference of the Spanish Association of Cognitive Linguistics (AELCO 2014) “Applied Cognitive Linguistics : New Challengers”, Abstracts, Universidad de Extremadura, 2014, pp. 20–20.
- APA
- Eyckmans, J., & Lindstromberg, S. (2014). Structural elaboration to foster vocabulary retention: effects of sound repetition and attention direction. 9th International Conference of the Spanish Association of Cognitive Linguistics (AELCO 2014) “Applied Cognitive Linguistics : New Challengers”, Abstracts, 20–20. Universidad de Extremadura.
- Chicago author-date
- Eyckmans, June, and Seth Lindstromberg. 2014. “Structural Elaboration to Foster Vocabulary Retention: Effects of Sound Repetition and Attention Direction.” In 9th International Conference of the Spanish Association of Cognitive Linguistics (AELCO 2014) “Applied Cognitive Linguistics : New Challengers”, Abstracts, 20–20. Universidad de Extremadura.
- Chicago author-date (all authors)
- Eyckmans, June, and Seth Lindstromberg. 2014. “Structural Elaboration to Foster Vocabulary Retention: Effects of Sound Repetition and Attention Direction.” In 9th International Conference of the Spanish Association of Cognitive Linguistics (AELCO 2014) “Applied Cognitive Linguistics : New Challengers”, Abstracts, 20–20. Universidad de Extremadura.
- Vancouver
- 1.Eyckmans J, Lindstromberg S. Structural elaboration to foster vocabulary retention: effects of sound repetition and attention direction. In: 9th International Conference of the Spanish Association of Cognitive Linguistics (AELCO 2014) “Applied Cognitive Linguistics : new challengers”, Abstracts. Universidad de Extremadura; 2014. p. 20–20.
- IEEE
- [1]J. Eyckmans and S. Lindstromberg, “Structural elaboration to foster vocabulary retention: effects of sound repetition and attention direction,” in 9th International Conference of the Spanish Association of Cognitive Linguistics (AELCO 2014) “Applied Cognitive Linguistics : new challengers”, Abstracts, Universidad de Extremadura, Badajoz, Spain, 2014, pp. 20–20.
@inproceedings{5862849,
abstract = {{It has frequently been observed that L1 words which share beginnings, such as onset consonants, are especially likely to render each other accessible in memory (Aitchison, 2003). In L2 research several experimental studies have found that learners who have been exposed to a list of decontextualized alliterative and non-¬‐alliterative L2 collocations (e.g., full force and full speed) find it relatively easy to recall the alliteratives (Lindstromberg & Boers, 2008; Boers, Lindstromberg & Eyckmans, 2012, 2013). The observed effect appears to be greatest when the learners’ attention is directed to the structural properties of the collocations. However, these studies touched on targeted collocations that were familiar to the participants before the study phase. In this paper we will cast light on the effect sound repetition on the long term retention of novel, authentic expressions in L2. In two separate classroom experiments, Dutch-¬‐ speaking learners of English were asked to study a list of unknown expressions, half of which contain sound repetition. One group of learners was asked to mark occurrences of sound repetition in the content words of the expressions (e.g., miss the mark; get the show on the road). The second group of learners had the same time on task but was not given the attention direction task.
Form recall of the expressions was measured in a cued recall test immediately after the study phase and two weeks later. A comparative discussion of the results of both data sets will divulge whether (1) sound repetition causes expressions to be inherently more memorable, (2) attention direction is at the expense of the recall of the non-¬‐distinctive expressions.}},
author = {{Eyckmans, June and Lindstromberg, Seth}},
booktitle = {{9th International Conference of the Spanish Association of Cognitive Linguistics (AELCO 2014) 'Applied Cognitive Linguistics : new challengers', Abstracts}},
keywords = {{retention,vocabulary learning,sound repetition}},
language = {{eng}},
location = {{Universidad de Extremadura, Badajoz, Spain}},
pages = {{20--20}},
publisher = {{Universidad de Extremadura}},
title = {{Structural elaboration to foster vocabulary retention: effects of sound repetition and attention direction}},
year = {{2014}},
}