Files in this item

FilesDescriptionFormat

application/pdf

application/pdf9971022.pdf (6MB)Restricted to U of Illinois
(no description provided)PDF

Description

Title:The Effects of Sentence Writing as Semantic Elaboration on the Allocation of Processing Resources and Second Language Lexical Acquisition
Author(s):Barcroft, Joe
Doctoral Committee Chair(s):Bill VanPattten
Department / Program:Spanish
Discipline:Spanish
Degree Granting Institution:University of Illinois at Urbana-Champaign
Degree:Ph.D.
Genre:Dissertation
Subject(s):Literature, Romance
Abstract:Research suggests that semantic elaboration facilitates learning for lists of known words (e.g., Craik & Lockhart, 1972) and for unknown words recoded as known words (e.g., Atkinson & Raugh, 1975). Other studies have found no positive effect for semantic elaboration on new word definition recall (e.g., Pressley, Levin, Kuiper, Bryant, & Michener, 1982). In view of these findings and the inverse relationship found between processing second language (L2) input for meaning and for form (VanPatten, 1990), it is hypothesized that semantic elaboration may negatively affect word form learning. To test this hypothesis, a study was conducted operationalizing semantic elaboration as writing new words in sentences. In this study, L2 Spanish learners ( N = 60) attempted to learn 24 new Spanish concrete nouns while viewing each word along with its picture on a television screen. The study compared two learning conditions, one in which participants were shown four repetitions of each word for 6 seconds each (no sentence writing) and one in which they were shown one repetition of each word for 48 seconds each and asked to write each word in a Spanish sentence (sentence writing). After the exposure phase, the participants completed three posttests (immediately after exposure, 2 days later, 1 week later) on which they wrote Spanish words when presented with pictures only. The data were submitted to two analyses of covariance for actual scores and for scores in words per minute. Condition, time, gender, and experience were independent variables. Class and presentation order were blocking variables. Number of lexical items produced (score) was the dependent variable. Results indicated a negative effect for sentence writing on lexical items produced, suggesting that semantic processing can inhibit form learning by exhausting processing resources that could otherwise be directed at new forms.
Issue Date:2000
Type:Text
Language:English
Description:143 p.
Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2000.
URI:http://hdl.handle.net/2142/86185
Other Identifier(s):(MiAaPQ)AAI9971022
Date Available in IDEALS:2015-09-28
Date Deposited:2000


This item appears in the following Collection(s)

Item Statistics