The effect of form presentation mode and language learning aptitude on the learning burden and decay of L2 vocabulary knowledge

Abstract

L2 words vary in how hard they are to learn and how quickly they are forgotten. This study explored two factors that may contribute to this variance: form presentation mode and language learning aptitude. English learners studied 32 words using electronic flashcard software in two conditions: unimodal (written form) and bimodal (spoken and written form). The frequency of exposure needed to learn each word was measured and used to determine learning burden. Learners, L2 users of English studying at a British university, completed immediate and two-week delayed tests, which were used to track any decay that occurred. Aptitude was measured using the LLAMA battery and incorporated into statistical modelling. The results showed that form presentation mode (bimodal > unimodal) and some aspects of aptitude impacted learning. No effects were found on decay. Pedagogical implications are discussed.