Desirable difficulties while learning collocations in a second language: Conditions that induce L1 interference improve learning
Learning conventional verb-noun combinations in a second language is known to be highly problematic when word choices differ from those in the native language. Grounded on recent proposals of desirable difficulties in vocabulary learning (Bjork & Kroll, 2015), we tested Spanish learners of English on a new paradigm that aimed to induce interference from the native language during lexical selection in a second language, as a way to train regulation of the dominant language. Results showed that recall rates were significantly higher in the group of learners that practiced in conditions of L1-interference. Faster RTs showed more efficient lexical selection in those same learners. Additionally, RTs revealed that the more successful learners in both groups incurred a cost in accessing verb choices congruent with the native language, a finding that is consistent with an inhibitory account.
Originally Published at 10.1017/s1366728919000622
Files
Metadata
Work Title | Desirable difficulties while learning collocations in a second language: Conditions that induce L1 interference improve learning |
---|---|
Access | |
Creators |
|
Keyword |
|
License | CC BY-NC-ND 4.0 (Attribution-NonCommercial-NoDerivatives) |
Work Type | Article |
Publisher |
|
Publication Date | October 11, 2019 |
Publisher Identifier (DOI) |
|
Deposited | January 22, 2024 |
Versions
Analytics
Collections
This resource is currently not in any collection.