Does the Method of Vocabulary Presentation Make a Difference?

This study compares the effectiveness of 3 different vocabulary presentation methods in the retention of new words by 32 Korean EFL young learners- story-only, word-noticed, word-definition in L2. For story-only group as a control group, students listened to a story containing target words without any noticing of the words. However, in the class of the experimental word-enhanced group, they listened to a story containing the underlined and in bold target words, and in the class of the experimental L2-word-definition group, they were presented with the target words as discrete items with their word parts and meanings in L1 below each pages. During class, all students in three different conditional groups listened to a story with the target words and they were then periodically asked comprehension questions. They were also pre- and post- tested on the retention of the target words immediately before and after the 40 minute classes, in a period of 4 different dates, using different storybooks. The results revealed significantly higher scores for words-noticed and L2-word-definition groups than for story-only group. The difference between words-noticed and L2-word-definition was not significant. Therefore, form-focused instruction like words-noticed and L2-word-definition is claimed to be inevitably necessary for L2 vocabulary learning.

1. Introduction

Vocabulary is basically used as a minimal means to deliver the message in oral and written language. Broadly defined, vocabulary is the knowledge of words and word meaning in both oral and print usage and in productive and receptive forms. Thus there is no doubt that vocabulary is one of several important components of language skills. There has been a number of studies under both frames of first language learning (L1) and second language learning (L2) showing evidence that non is more important than the contribution of vocabulary knowledge to reading comprehension. Reading is a very crucial tool for L2 learners to get input for extending their vocabulary range. The National Reading Panel (2000) concluded that comprehension development cannot be understood without a critical examination of the role played by vocabulary knowledge in first language learning. The extent of students' vocabulary knowledge relates strongly to their reading comprehension and overall academic success (Baumann, Kame'enui, & Ash, 2003; Becker, 1977; Davis, 1942; Whipple, 1925). It is clear that the relationship between learners' vocabulary knowledge and their general reading skills is positively correlated. Thus it could be said that a major cause of comprehending difficulty is the students' lack of understanding of unfamiliar English words.
Vocabulary is mostly learned indirectly or taught directly. The two major ways in which learners acquire vocabulary knowledge are incidental or implicit and explicit vocabulary learning. The distinction between implicit learning and explicit learning has long been an area of interest for SLA researchers and the effectiveness of both implicit versus explicit instruction and learning has also applied to L2 vocabulary acquisition. Implicit learning is the acquisition of knowledge that takes place naturally, simply, and without conscious operations. Explicit learning is a conscious operation wherein the learner makes and tests hypotheses about the target languages (N. Ellis, 1994). Hearing stories used in the treatment of this study can result in considerable incidental vocabulary development for both L1 and L2 acquisition (e.g. Elley, 1992; Robbins and Ehri, 1994; Senechal, LeFevre, Hudson and Lawon, 1996). Krashen is another representative of the extreme implicit position. As Krashen (1989; 1993) has promoted the "comprehensible input" theory, vocabulary acquisition will occur if the learners are exposed to comprehensible input through reading activity, just above their current level. Brown (2001:377) proposes rather than isolating words or focusing on dictionary definitions, attend to vocabulary within a communicative framework in which items appear. So, in this study, target words for all treatment groups are presented based on contextualised method. It has also been claimed, on the other hands, that direct instruction is more effective than incidental vocabulary acquisition and that these two learning modes should be regarded as complementary rather than dichotomous (Schmidt, 2000). R. Ellis (1990) and Schmidt (1990) believe that explicit knowledge plays an important role in L2 language acquisition. Most recently, we reached a consensus on better effectiveness of combining both incidental and intentional components (Coady & Huckin, 1997; Schimitt & McVarthy, 1997).
In this context, this study compares the retention of L2 vocabulary through three different types of presenting new words; reading-only based on incidental vocabulary learning mode, word-noticed and L2 word definition based on both of the incidental and explicit complementary modes. The present study asks following research questions: (1) Will there be a significant difference among story-only, word-noticed, L2-word-definition conditions in the number of unfamiliar words acquired incidentally? (2) If so, which of those conditions lead to higher retention of 13-15 aged learners? (3) Do the other factors like topic of reading text make an effect on the retention of new words?

2. Method

2.1. Participants

Learners who participated in this study enrolled in the Hansei University Junior English Camp Program, during the 2008 winter vacation in a communicative EFL class. They were 40 native speakers of Korean and middle-school first or second grade learners in Gunpo whose ages ranged from 13-15. In most cases, they had been studying English for more than 5 years. Eight students were eliminated from the result of the study due to lack of attendance to class or class change. The final number of participants was 32. At the beginning of the course they were placed into three levels of class based on the result of a placement test; all followed the same curriculum provided by Hansei University Camp Program. The three classes were randomly assigned to the three different conditions: story-only (n=14), word-noticed (n=8), and L2-