How does repetition affect vocabulary learning through listening to the teacher’s explicit instruction?
Vocabulary knowledge is essential for second language learning, yet it is unclear whether increasing the number of times learners encounter words leads to better learning. Using 98 high-school learners of English to examine how vocabulary learning was affected by listening to repeated words, this work will help second language learners in the classroom to accelerate their learning, and also enhance the study of second language learning.
Vocabulary knowledge is essential for second language learning, yet it is unclear whether increasing the number of times learners encounter words in explicit vocabulary instruction leads to better learning and how far learners of different proficiency levels benefit from such repetitions. This single author study involved 98 high-school learners of English. The author examined how vocabulary learning was affected by listening to explicit vocabulary instruction for words repeated four, five, seven, and nine times respectively and how learners’ pre-existing vocabulary knowledge and listening proficiency affected how well they benefited from repetitions. An exceptionally rigorous research design was applied and sophisticated statistical analyses were adopted. Findings suggest that at least seven repetitions were needed for successful learning to take place and highlight the important moderation effect of learners’ listening proficiency. The study’s dual focus on the role of repetition and proficiency in lexical development makes it novel in the field.
Why the research is important
Vocabulary size is a key determinant of how well second language learners achieve academically; hence improving our understanding of how vocabulary is acquired is of importance for both learning theory and classroom practice. This paper is outstandingly novel in its focus and in the application of an exceptionally rigorous research design and techniques of investigation and analysis; the highest standards of intellectual precision have been applied in reporting both the research design and the findings. It is likely that the methodology used in the study will be a major influence on the field of second language education. Not only is the study of practical significance for the classroom but it also has theoretical significance for enhancing understanding of second language vocabulary acquisition. The journal in which the paper is published is a leading international journal dedicated to the understanding of second or foreign language teaching. It publishes a wide range of topics in the area of language teaching including Programme, Syllabus, Materials design, Methodology, and the teaching of specific skills and language for specific purposes.
Pengchong Anthony Zhang is Lecturer in Education (Second Language Learning) at the University of Reading and winner of the University’s 2023 Research Output Prize (Prosperity & Resilience theme) for his study published in Language Teaching Research, ‘How does repetition affect vocabulary learning through listening to the teacher’s explicit instruction?’.
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