Does writing words in notes contribute to vocabulary learning?

被引：9

作者：

Jin, Zhouhan ^{[1
]}

Webb, Stuart ^{[2
]}

机构：

[1] Univ Western Ontario, Grad Program Educ, 1137 Western Rd, London, ON N6G 1G7, Canada

[2] Univ Western Ontario, London, ON, Canada

来源：

LANGUAGE TEACHING RESEARCH | 2025年 / 29卷 / 02期

关键词：

FL vocabulary learning; listening; teacher speech; frequency of occurrence; L1; translation; notetaking; word length; NOTE-TAKING; L2; VOCABULARY; 2ND-LANGUAGE; ACQUISITION; LANGUAGE; MEMORY; KNOWLEDGE; TEACHERS; STUDENTS; REPETITION;

D O I：

10.1177/13621688211062184

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

There has been little research investigating the effects of notetaking on foreign language (FL) learning, and no studies have examined how it affects vocabulary learning. The present study investigated the vocabulary written in notes of 86 students after they had listened to a teacher in an English as a foreign language (EFL) class. The results showed that 51.2% of participants took notes, and 32.6% wrote information about target words in notes. However, there were only 95 instances of information written about the 28 target words. The results revealed that the odds of vocabulary learning were 15 and 10 times higher in the immediate and delayed posttests for target words that were written in notes. The analysis also indicated that the use of first language (L1) translation in teacher speech increased the chances that target words were written in notes, and that words in notes was the most effective of

引用

页码：560 / 587

页数：28

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