Are You Memorizing Words Alphabetically?

다국어 초록 (Multilingual Abstract)

Lack of vocabulary is often reported as one of the serious problems in learning a new language (Krashen, 1989), but it does not seem that L2 learners know how to develop a large vocabulary. Based on the various research on vocabulary acquisition and/or retention of L2 learners (Hulstijn, 1992; Hulstijn & Laufer, 2001; Kim, 2008; Min, 2008; Rodriguez & Sadoski, 2000; Tseng & Schmitt, 2008; Watanabe, 1997), this study plans to examine how to memorize words effectively. The short-term goal in this exploratory study is to examine whether it is effective to memorize words alphabetically and to suggest one of alternatives to memorize more words longer than others, based on Craik and Lockhart's depth-of-processing theory (Craik & Brown, 2000). Those who memorized words alphabetically among the high proficiency students recalled the most words, significantly more than the antonym group, at the immediate post-test. However, since the antonym sets promoted deeper levels of processing than the alphabetically arranged words, the participants in the antonym group among the high proficiency students managed to retain the most words in the delayed post-test. Three open-ended questions regarding the participants' attitudes toward their own vocabulary proficiency raised interesting issues to be discussed. Implications for Korean L2 learners' vocabulary knowledge are addressed.

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