2010 Deliberate Learning and Vocabulary Acquisition in a Second Language(Irina Elgort)Language Learning pp. 1–47.pdf
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2010 Deliberate Learning and Vocabulary Acquisition in a Second Language(Irina Elgort)Language Learning pp. 1–47
Language Learning ISSN 0023-8333
Deliberate Learning and Vocabulary
Acquisition in a Second Language
Irina Elgort
Victoria University of Wellington
This study investigates outcomes of deliberate learning on vocabulary acquisition in a
second language (L2). Acquisition of 48 pseudowords was measured using the lexical
decision task with visually presented stimuli. The experiments drew on form prim-
ing, masked repetition priming, and automatic semantic priming procedures. Data
analyses revealed a prime lexicality effect (Experiment 1), repetition priming effect
(Experiment 2), and semantic priming effect (Experiment 3) for the deliberately learned
pseudowords. The outcomes of deliberate learning were further examined using a co-
efficient of variability (CVRT ) calculated for the participants’ response latencies in
Experiments 2 and 3. The results showed that the learned pseudowords were processed
with a higher degree of automaticity than nonwords and low-frequency L2 words. Taken
together, the findings provide evidence that deliberate learning triggered the acquisition
of representational and functional aspects of vocabulary knowledge.
Keywords vocabulary acquisition; deliberate learning
In applied linguistics, learning in the behaviorist tradition of paired-associate
learning involving repeated retrieval of the form and meaning of a word (such
as learning from word cards) fell out of favor in the 1980s, when it was re-
placed by the communicative language teaching approaches that underscore
the importance of meaningful contexts (Dupuy Krashen, 1993; Elley, 1991)
and learning through meaning-focused instruction (DeKeyser, 1998). One of
the best known advocacies of learning from context put forward by Stephen
Krashen goes as far as to claim that deliberate learning is not useful because it
does not affect the acquisition of linguistic knowledg
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