Retention of second-language vocabulary overtime: Investigating the role of mnemonic associations

Abstract

In this study, we trained 26 learners of Hebrew as a second language to generate associations of their own choosing to new vocabulary items, and then examined their use of these and new associations during recall tasks over a period of a month. In order to illustrate the nature of the data that were recorded and analyzed, a description of vocabulary learning behavior across words and across tasks is provided for two sample students. Likewise, a description is also provided of how two words ‘behaved’ across students. Findings for the student group as a whole were as follows: Students reported using previously-formed associations most frequently in order to recall words in subsequent tasks, and their performance was better when using this retrieval strategy than when they used a new association, no longer used as an association, or used no association at all. There was also a generally high success rate across all four tasks for recall of words that were learned through association. Since a subgroup of students who learned some words without association recalled these words as well as words that they did find associations for, the question was left open as to the type of learner who benefits from learning vocabulary through association.