Abstract
The present study aims to investigate whether Korean EFL high school students engage in phonological coding when learning English vocabulary and whether phonological accessibility affects their vocabulary learning. Ninety-nine EFL Korean high school students participated in an experiment based on a 2x2 factorial design. The independent variables were learning condition (control versus articulatory suppression) and stimulus word type (phonologically regular versus irregular) and the dependent variable was short-term recall task scores. The findings showed a statistically significant main effect of learning condition and word type on the recall scores, and an interaction effect of the two independent variables on the recall scores. These results suggest that Korean EFL high school students do in fact engage in phonological coding when learning English vocabulary, that phonological accessibility is positively related to English vocabulary learning, and that interference with phonological coding is a more significant factor when learning phonologically irregular as opposed to regular words.
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