ERIC Number: EJ905238
Record Type: Journal
Publication Date: 2010-Dec
Abstractor: As Provided
Reference Count: 73
Perceptual Learning Style Matching and L2 Vocabulary Acquisition
Tight, Daniel G.
Language Learning, v60 n4 p792-833 Dec 2010
This study explored learning and retention of concrete nouns in second language Spanish by first language English undergraduates (N = 128). Each completed a learning style (visual, auditory, tactile/kinesthetic, mixed) assessment, took a vocabulary pretest, and then studied 12 words each through three conditions (matching, mismatching, mixed modality). After two learning sessions, participants took posttests immediately, after 1 week, and after 1 month. Repeated-measures ANOVAs revealed significant (p less than 0.05) effects for condition, with mixed-modality instruction stimulating the greatest learning and the best retention. Style matching also promoted significantly greater retention than mismatching. Findings indicate learners of different style preferences are equally successful at L2 vocabulary acquisition and that instruction through multiple modalities may be even more beneficial than matching individual preferences.
Descriptors: Cognitive Style, Nouns, Vocabulary Development, Undergraduate Students, Higher Education, Pretests Posttests, English (Second Language), Second Language Learning, Evaluation, Statistical Analysis, Retention (Psychology)
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Authoring Institution: N/A