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ERIC Number: EJ838591
Record Type: Journal
Publication Date: 2007-Dec
Pages: 14
Abstractor: As Provided
Reference Count: 16
ISSN: ISSN-0015-718X
Effects of Word and Fragment Writing during L2 Vocabulary Learning
Barcroft, Joe
Foreign Language Annals, v40 n4 p713-726 Dec 2007
This study examined how writing (copying) target words and word fragments affects intentional second language (L2) vocabulary learning. English-speaking first-semester learners of Spanish attempted to learn 24 Spanish nouns via word-picture repetition in three conditions: (1) word writing, (2) fragment writing, and (3) no writing. After the learning phase, the participants completed productive (picture-to-L2) and respectively oriented (L2-to-first language) posttests. Vocabulary learning scores in the no-writing condition were higher than in the other two conditions and higher in the word-writing condition than in the fragment-writing condition. These findings provide new evidence on how forced Output without access to meaning can detract from early word learning by exhausting processing resources needed to encode new word forms. The pedagogical implications of the study call for language instructors to rethink the practice of encouraging students to write down a word to remember it. (Contains 2 tables and 1 figure.)
American Council on the Teaching of Foreign Languages. 700 South Washington Street Suite 210, Alexandria, VA 22314. Tel: 703-894-2900; Fax: 703-894-2905; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A