Individual learner profiles from word association tests: The effect of word frequency

Abstract

Abstract Following over 30 years of conflicting research into how second language learners respond to word association tests this paper examines an alternative approach to analyse the data, individual profiling. In contrast to previous studies this paper argues that word association studies should be focusing on individuals, as opposed to attempting to create group norms. This paper demonstrates how such profiles can be created using data collected from a study of 50 low level Japanese college students. To exemplify this approach five profiles are compared. The results of this study suggest that learners should not be analysed as homogenous groups. The results also show that when confronted with words from different frequency ranges a learner’s response type remains constant. Implications for teaching, in terms of helping individual learners to identify more efficient ways to acquire words are discussed. Problems with the study are examined and areas for further research are suggested.