Impacts of Semantic and Formal Tasks on the Form-Meaning Mapping Component in Second Language Vocabulary Learning—Testing the Type of Processing-Resource Allocation Model
In this study,a Latin square design was adopted to examine the impacts of task type on the immediate learning of second language(L2)vocabulary.In addition,we tested the applicability of the type of processing-resource allocation(TOPRA)model from the novel perspective of the form-meaning mapping component.Fifty-one first-year non-English majors were recruited as participants;they learned a total of 24 words in the following three conditions:a semantic task,a formal task,and no task.A vocabulary test was administered immediately after the completion of the learning phase to measure the free recall and cued recall of the 24 words.The results of the first language(L1)free recall sub test showed that the task type had a significant effect on the learning of the semantic aspects of word knowledge,with the semantic task promoting and the formal task impeding the learning of the semantic aspects of word knowledge.The results of the L2 free recall subtest indicated that the task type had no significant effect on the learning of the formal aspects of word knowledge.The results of both the LI and the L2 cued recall subtests showed that the task type had a significant effect on the learning of the form-meaning mapping component,with both the semantic task and the formal task impeding the learning of the form-meaning mapping component.These results partially supported the TOPRA model.This study has pedagogical implications for teaching L2 vocabulary.
NETL
NSTL
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