Memory of socially-obtained information in second language acquisition.
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TextDescription: 102 pISBN: 0599840943Subject(s): Education, Language and Literature | Language, Linguistics | Psychology, Social | 0279 | 0290 | 0451Dissertation note: Thesis (Ph.D.)--University of Oregon, 2000. Summary: This study investigates whether “socialness,” defined as the existence of a human interactant, increases the memory of newly acquired information about a second language from a microscopic cognitive perspective. Three groups of adult beginning learners of Japanese learned ten novel Japanese vocabulary items through a question-and-answer session. Group one did the session with a human interactant and learned the novel words from him. Group two did the session alone with a tape-recorded voice and learned the words from the voice on tape. Group three did the session alone with a booklet and a dictionary. Posttests were conducted forty-five minutes after the session to assess each subject's memory for: (a) the learning event (i.e., the semantic content of the questions asked), (b) the phonological form of the novel words, and (c) the form-meaning association. The results indicated a non-statistically significant trend supporting the idea that socialness increases the memorability of newly acquired information about a second language.
Source: Dissertation Abstracts International, Volume: 61-07, Section: A, page: 2631.
Adviser: Ruth Kanagy.
Thesis (Ph.D.)--University of Oregon, 2000.
This study investigates whether “socialness,” defined as the existence of a human interactant, increases the memory of newly acquired information about a second language from a microscopic cognitive perspective. Three groups of adult beginning learners of Japanese learned ten novel Japanese vocabulary items through a question-and-answer session. Group one did the session with a human interactant and learned the novel words from him. Group two did the session alone with a tape-recorded voice and learned the words from the voice on tape. Group three did the session alone with a booklet and a dictionary. Posttests were conducted forty-five minutes after the session to assess each subject's memory for: (a) the learning event (i.e., the semantic content of the questions asked), (b) the phonological form of the novel words, and (c) the form-meaning association. The results indicated a non-statistically significant trend supporting the idea that socialness increases the memorability of newly acquired information about a second language.
School code: 0171.
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