The Factors That Affect The Learning Process Of L2 Words

945 Words Aug 16th, 2015 4 Pages
Studies which support the effect of cognateness:
I shall present three studies in which their findings are incompatible with Milton and Daller’s (2007) findings, which disputed the impact of cognateness on L2 word learning. The first study was carried out by Willis & Ohashi (2012) to investigate the factors that affect the learning process of L2 words. The participants were 69 Japanese ESL learners studying in different departments of Tokyo University for females: Linguistics, Communication, Science, Mathematics and Psychology. They studied English for a long period, 7 years or more. The subjects were given a multiple-choice test in order to assess the size of their recognition of L2 words, the first seven levels of VST. They completed the test within 15-25 minutes. The researchers aimed to examine three factors: frequency, cognateness and word length involving the measurements of it, phonemes, syllables and letters. Additionally, they aimed to examine the assumed mutual and intervening relationship between the three factors, frequency, cognateness and word length, in order to examine the effect of frequency and word length on cognates and non-cognates.
The results of this study revealed that cognateness is strongly correlated with item facility (IF), 29%, followed by frequency, 23% suggesting that cognateness and more frequent words are easier to acquire and remember. All the three variables of word length are less correlated with (IF), between 7 to 8 %, suggesting…
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