Focus on the forms: from recognition practice in Chinese vocabulary learning

Harrington, Michael and Jiang, Wenying (2013) Focus on the forms: from recognition practice in Chinese vocabulary learning. Australian Review of Applied Linguistics, 36 2: 132-145.

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Author Harrington, Michael
Jiang, Wenying
Title Focus on the forms: from recognition practice in Chinese vocabulary learning
Journal name Australian Review of Applied Linguistics   Check publisher's open access policy
ISSN 0155-0640
Publication date 2013-01-01
Sub-type Article (original research)
Volume 36
Issue 2
Start page 132
End page 145
Total pages 14
Place of publication Clayton, VIC, Australia
Publisher Monash University ePress
Language eng
Formatted abstract
This study examines the effect of recognition-based retrieval practice on vocabulary learning in a university Chinese class. Students (N=26) were given practice retrieving new vocabulary (single or two-character words) in a series of simple form recognition tests administered over four weeks. The test sets consisted of target vocabulary that appeared in the previous week’s lesson and distracter items drawn from upcoming vocabulary. Tests were group-administered via PowerPoint and students used a checklist response to indicate whether a given item had appeared in the previous week’s material. Responses relied on episodic knowledge of previous exposure and required no processing of semantic information. Students were able to reliably identify the target items in the retrieval task with performance on these items being found superior to that for supplementary list control words on midterm and final vocabulary tests. The findings indicate that a focus on word forms can have a measurable effect on vocabulary learning in the classroom and underscores the efficacy of retrieval-based testing (the testing effect, Barcroft, 2007; Roediger & Karpicke, 2006) in facilitating vocabulary learning. The implications for recognition-based retrieval practice in vocabulary instruction in the Chinese classroom are discussed.
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: Official 2014 Collection
School of Languages and Cultures Publications
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Created: Mon, 16 Sep 2013, 18:23:26 EST by Michael Harrington on behalf of School of Languages and Cultures