How do Adjunct Input Strengthen L2 Intentional Vocabulary Learning?

Abstract

This study used a pretest-posttest-delayed posttest design at one-week intervals to determine the extent to which gloss (G), gloss with one example sentence (GE) and dictionary (D) adjunct input contributed to intentional vocabulary learning. Fifty senior high school students learning English were assigned to three experimental groups according to their English diagnostic test. Knowledge breadth (form-meaning connection) and depth (synonym discrimination, derivation production, collocation production) were both absorbed in our measurement. The results showed that they all enhance more gains on both immediate and delayed posttests. Furthermore, synonym discrimination stayed especially constant in memory than collocation production. Although no significant differences were found between the three groups in knowledge depth overall, GE showed better retention in collocation production while D contributed more to derivation production and synonym discrimination at length. Intriguingly, a negative relationship was found between familiarity with vocabulary knowledge and vocabulary learning of synonym discrimination. The study provides further support for the use of various degrees of adjunct input for intentional language learning. The results are discussed along with students’ feedback from the questionnaire.