The acquisition and production of pre-learned words in 11-12 year old boys

Abstract

This study investigates the effects of pre-learning vocabulary on writing of 16 secondary school students attending a Church School. The participants followed a task-based programme which allowed them to become active participants throughout the lessons. This programme was chosen since it provided opportunities for the learners to notice, understand and practice the target words. Following the tasks, the participants were asked to use the target words productively in sentences. The participants were also required to produce semantically correct sentences utilising the target words in a delayed post-test. Data analysis of the three-week delayed post-test showed that the task-based approach was effective, as learning had occurred. Further repetition of tasks is needed to consolidate the participants’ knowledge of the target words. This study, therefore, highlights the importance of using productive measures so learners may be taught to use the language productively.