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Cited by 31Second Language Acquisition and LearningEFL/ESL Teaching and LearningMemory Processes and Influences

The Effect of Instructional Conditions on Students’ Vocabulary Retention

Kitajima, Ryu·2001·Foreign Language Annals
DOI 10.1111/j.1944-9720.2001.tb02086.x
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Abstract

Abstract: This is a case study of vocabulary learning in Japanese for five students under two different instructional conditions. Instruction under both conditions was accomplished orally and interactively. Under one condition (the “output” condition), students initiated talking about video scenes using target words in groups of two to three students. Under the other condition (the “input‐dominant” condition), vocabulary activities were conducted primarily through the instructor, questions about video scenes. The author examines whether output activities facilitated the retention of words more efficiently than input‐dominant activities, which require students to comprehend questions involving target words but do not encourage them to use the words in communication. Data were collected at three points during one semester: one month, two months, and two and one‐half months after the initial exposure to the target words. A comprehension measure shows that the students retained more words from the output condition than they did from the input‐dominant condition two months after the initial exposures. Furthermore, the results show that two and one‐half months after the initial exposures, although there was no difference between the two conditions with respect to contextual appropriateness of word usage, students used more words studied under the output condition than under the input‐dominant condition. These results suggest that output‐focused activities help students encode surface‐level forms into memory better than input‐dominant learning activities.

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Crossref · 10.1111/j.1944-9720.2001.tb02086.x

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  • Encouraging students to use target words (output-focused activities) leads to greater retention rates than merely having them respond to comprehension questions involving target words (input-focused activities).

    “which is in line with Kitajima [64], who suggests that encouraging students to use target words (output-focused activities) leads to greater retention rates than merely having them respond to comprehension questions involving target words (input-focused activities).”

    From The Effect of Multiplayer Video Games on Incidental and Intentional L2 Vocabulary Learning: The Case of Among Us (2021) · cites this paper as [64]

  • Even helpful contexts or redundant information that enables learners to infer the meanings of unknown words may not force them to allocate attention to those words.

    “whereas Kitajima [64] posits that 'even helpful contexts or redundant information that enables learners to infer the meanings of unknown words may not force them to allocate attention to those words'.”

    From The Effect of Multiplayer Video Games on Incidental and Intentional L2 Vocabulary Learning: The Case of Among Us (2021) · cites this paper as [64]

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Authors
Kitajima, R.
Affiliations
San Diego State University (US)
Corresponding author
Kitajima, Ryu
Venue
Foreign Language Annals
Publisher
Wiley
Published
2001-09
Volume
34
Issue
5
Pages
470-482
ISSN
  • 0015-718X (ISSN-L)
  • 1944-9720
DOI
10.1111/j.1944-9720.2001.tb02086.x
OpenAlex
W2055438230
Cited by
31
References
27
Citations by year
2025: 1 · 2024: 2 · 2022: 2 · 2021: 1 · 2019: 1 · 2018: 1 · 2017: 1 · 2016: 2 · 2015: 4 · 2014: 1 · 2013: 2
FWCI
0.67
Type
journal article
Language
en
Open access
closed
Licence
onlinelibrary.wiley.com/termsAndConditions#vor (vor, 2678 d)
Locations
Foreign Language Annals (publishedVersion)
Topics
  • Social Sciences › Psychology › Developmental and Educational Psychology › Second Language Acquisition and Learning
  • Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
  • Life Sciences › Neuroscience › Cognitive Neuroscience › Memory Processes and Influences
Keywords
vocabulary retention, Japanese as a foreign language, memory retention, second language vocabulary acquisition

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