Effects of Referent Token Variability on L2 Vocabulary Learning

Mitchell S. Sommers · Joe Barcroft

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Second Language Acquisition and Learning EFL/ESL Teaching and Learning Phonetics and Phonology Research

Abstract

Previous research has demonstrated substantially improved second language (L2) vocabulary learning when spoken word forms are varied using multiple talkers, speaking styles, or speaking rates. In contrast, the present study varied visual representations of referents for target vocabulary. English speakers learned Spanish words in formats of no variability (6 repetitions, 1 image of the word referent), moderate variability (2 repetitions each of 3 different images), and high variability (1 repetition each of 6 different images). In contrast to the positive effects of word‐form variability, referent token variability produced negative effects on L2 vocabulary learning. These findings support the type of processing resource allocation model (Barcroft, 2002) because increases in referent‐oriented processing diverted available resources from form‐oriented processing and learning.

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1991Training Japanese listeners to identify English /r/ and /l/: A first report 1997Training Japanese listeners to identify English / r / and / l /: IV. Some effects of perceptual learning on speech production 1993Training Japanese listeners to identify English /r/ and /l/. II: The role of phonetic environment and talker variability in learning new perceptual categories 1989Some effects of talker variability on spoken word recognition 1994Training Japanese listeners to identify English /r/ and /l/. III. Long-term retention of new phonetic categories 2002Semantic and Structural Elaboration in L2 Lexical Acquisition 2003Acquisition of second-language speech: Effects of visual cues, context, and talker variability 2005EFFECTS OF ACOUSTIC VARIABILITY ON SECOND LANGUAGE VOCABULARY LEARNING

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