The effect of extensive reading and paired-associate learning on long-term vocabulary retention: an event-related potential study.
We investigated the relative efficacy of extensive reading (ER) and paired-associate learning (PAL) in the ability of second language (L2) learners to retain new vocabulary words. To that end, we combined behavioral measures (i.e., vocabulary tests) and an event-related potential (ERP) investigation with a focus on the N400 ERP component to track short- and long-term vocabulary retention as a consequence of the two different approaches. Behavioral results indicated that both ER and PAL led to substantial short-term retention of the target words. In contrast, on a long-term basis, ER was more effective than PAL to a considerable degree as indicated by a large-size effect (d=1.35). Evidence from the N400 effects (d=1.70) observed in the parietal electrode group (P3, Pz, P4) provided further support for the superior effects of ER over PAL on long-term vocabulary retention. The converging evidence challenges the assumptions of some L2 researchers and makes a significant contribution to the literature of vocabulary acquisition, because it provides the first ERP evidence that ER is more conducive to long-term vocabulary retention than PAL.
Teachers College 502-4, Kyungpook National University, 702-701, South Korea.
Eunjin
E
Chun
Sungmook
S
Choi
Junsoo
J
Kim
D000328:Adult; D005071:Evoked Potentials; D005260:Female; D006801:Humans; D008297:Male; D057567:Memory, Long-Term; D008570:Memory, Short-Term; D019303:Multilingualism; D010153:Paired-Associate Learning; D011932:Reading; D013997:Time Factors; D014825:Vocabulary