The Effects of Pre-task and Post-task Activities on L2 Vocabulary Retention
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The study aims to explore the effects of pre-and-post task activities on vocabulary retention in L2 learners in Korea. The 64 university students participated in the study and they were randomly assigned to one of the two conditions (pre-task group and post-task group). To measure their lexical retention, two main tests were administrated: a Vocabulary Size Test (VTS) and a vocabulary test (immediate and delayed test) which was designed by a researcher. A series of MANOVA and repeated-measures were used to analyze the data collected for this study. The results suggested that significant mean differences were found in task types and proficiency levels but the interaction effect between task types and proficiency levels was not found. In summary, the participants tended to obtain the higher scores in both immediate and delayed vocabulary tests when they were involved in the post-task activity. The results also revealed that the advanced learners’ performance was superior to that of the novice group learners regardless of task types, which implies that the degree of attrition on vocabulary learning tended to slow down for the advanced group learners in comparison to that of the novice group learners. Pedagogical implications and future research directions are further suggested.
Abstract
The study aims to explore the effects of pre-and-post task activities on vocabulary retention in L2 learners in Korea. The 64 university students participated in the study and they were randomly assigned to one of the two conditions (pre-task group and post-task group). To measure their lexical retention, two main tests were administrated: a Vocabulary Size Test (VTS) and a vocabulary test (immediate and delayed test) which was designed by a researcher. A series of MANOVA and repeated-measures were used to analyze the data collected for this study. The results suggested that significant mean differences were found in task types and proficiency levels but the interaction effect between task types and proficiency levels was not found. In summary, the participants tended to obtain the higher scores in both immediate and delayed vocabulary tests when they were involved in the post-task activity. The results also revealed that the advanced learners’ performance was superior to that of the novice group learners regardless of task types, which implies that the degree of attrition on vocabulary learning tended to slow down for the advanced group learners in comparison to that of the novice group learners. Pedagogical implications and future research directions are further suggested.
참고문헌 (28)
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