The Effects of Contextualized vs. Decontextualized Exposure to Vocabulary on Korean Adult EFL Learners’ Vocabulary Acquisition
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The present study examined the effect of contextualized exposure to English vocabulary in comparison to word list with word definitions on Korean upper intermediate adult English learners’ vocabulary acquisition. Ten target words were implemented within nine newspaper articles for the contextualized group of 11 learners. They encountered each target word three times at least in different contexts. The other 11 learners in the word list group were given the list of all the words in the reading passages including the unknown words. They were instructed to look up for the unknown words in the dictionary and to memorize them for the later test. Word list group outperformed the contextualized group in definition test in the immediate post test whereas the contextualized group outperformed the word list group in the fill-in-the-blank test. Such differential effects disappeared in the delayed post test because contextualized group improved in both tests in two weeks whereas the word list group’s scores decreased. It was concluded that contextualization is more effective for vocabulary learning if the conditions are met for incidental vocabulary learning.
Abstract
The present study examined the effect of contextualized exposure to English vocabulary in comparison to word list with word definitions on Korean upper intermediate adult English learners’ vocabulary acquisition. Ten target words were implemented within nine newspaper articles for the contextualized group of 11 learners. They encountered each target word three times at least in different contexts. The other 11 learners in the word list group were given the list of all the words in the reading passages including the unknown words. They were instructed to look up for the unknown words in the dictionary and to memorize them for the later test. Word list group outperformed the contextualized group in definition test in the immediate post test whereas the contextualized group outperformed the word list group in the fill-in-the-blank test. Such differential effects disappeared in the delayed post test because contextualized group improved in both tests in two weeks whereas the word list group’s scores decreased. It was concluded that contextualization is more effective for vocabulary learning if the conditions are met for incidental vocabulary learning.
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