Session 3A: Task difficulty, mood, confidence, and language similarity influence vocabulary acquisition in a foreign language
Session Number
Session 3A: 4th Presentation
Advisor(s)
James Bartolotti, Northwestern University
Location
Room A147
Start Date
28-4-2017 1:15 PM
End Date
28-4-2017 2:30 PM
Abstract
Words similar to the learner’s first language (L1) are often used to support second language (L2) vocabulary acquisition. Additionally, adapting instruction to the individual learner can help to maximize learning success. In this study, we investigated how L1 influences L2 acquisition and how mood and confidence interact with task difficulty to influence vocabulary learning. We created an artificial language and divided participants into two learning conditions: easy (English-like words) and difficult (non-English-like words). After a study-and-test session, both groups learned a new set of words two weeks later, each new word being a single letter substitution neighbor of one word from the previous session. We found that the words that a person learned during the first session determined the words they learned in the second session, suggesting that learners utilized their small amount of existing L2 knowledge to facilitate further learning. Moreover, we found that when learning vocabulary of a new language, if the task appears difficult, a happier mood can prevent you from getting discouraged. In contrast, if the task appears easy, having more confidence can be beneficial. We conclude that learning may be optimized when tasks are planned around difficulty, mood, and confidence.
Session 3A: Task difficulty, mood, confidence, and language similarity influence vocabulary acquisition in a foreign language
Room A147
Words similar to the learner’s first language (L1) are often used to support second language (L2) vocabulary acquisition. Additionally, adapting instruction to the individual learner can help to maximize learning success. In this study, we investigated how L1 influences L2 acquisition and how mood and confidence interact with task difficulty to influence vocabulary learning. We created an artificial language and divided participants into two learning conditions: easy (English-like words) and difficult (non-English-like words). After a study-and-test session, both groups learned a new set of words two weeks later, each new word being a single letter substitution neighbor of one word from the previous session. We found that the words that a person learned during the first session determined the words they learned in the second session, suggesting that learners utilized their small amount of existing L2 knowledge to facilitate further learning. Moreover, we found that when learning vocabulary of a new language, if the task appears difficult, a happier mood can prevent you from getting discouraged. In contrast, if the task appears easy, having more confidence can be beneficial. We conclude that learning may be optimized when tasks are planned around difficulty, mood, and confidence.