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List learning of second language vocabulary

Published online by Cambridge University Press:  28 November 2008

Gerry Griffin  and
Trevor A. Harley
Gerry Griffin*
Affiliation:
Bournemouth University
Trevor A. Harley
Affiliation:
University of Warwick
*
Gerry Griffin, Department of Applied Psychology, Bournemouth University, Poole BH12 5BB, England. email: ggriffin@bournemouth.ac.uk
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Abstract

The learning of second language vocabulary in lists of word pairs is a widespread practice. A basic practical question in this respect is whether it is more effective for nonfluent bilinguals to learn word pairs in first language–second language order (Ll–L2), or vice versa. To date, experimental psychology has not given a clear answer to this question, partly because it has not addressed the relevant issues directly. This article reviews some aspects of psychology that are relevant to L2 vocabulary list learning and reports on an experiment conducted with comprehensive (high) school students, aged 11–13, who were learning French. The experiment examined the presentation of vocabulary items to be learned. It was found that presenting items in L1–L2 order was the more versatile form of presentation if both production and comprehension of L2 items were required on the part of the learner. The theoretical implications of the findings, relating to the structure of the bilingual lexicon, are also discussed.

Type
Articles
Information
Applied Psycholinguistics , Volume 17 , Issue 4 , October 1996 , pp. 443 - 460
Copyright
Copyright © Cambridge University Press 1996

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