Can writing a new word detract from learning it? More negative effects of forced output during vocabulary learning

Abstract

This study examined effects of word writing on second language vocabulary learning. In two experiments, English-speaking learners of Spanish attempted to learn 24 Spanish nouns while viewing word–picture pairs. The participants copied 12 target words and wrote nothing for the other 12 target words being studied. Productive vocabulary learning on immediate and delayed (2 days later) measures was higher in the no-writing condition. These findings suggest that this type of forced output without access to meaning can detract from word learning by exhausting processing resources needed to encode novel lexical forms.

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