Second language partial word form learning in the written mode

Abstract

Research on partial knowledge of word forms can be used to assess further how perceptual salience and processing resource allocation affect vocabulary learning. For this purpose the present study examined properties of word fragments produced by L2 learners. English-speaking learners of Spanish attempted to learn new Spanish words by viewing word-picture pairs. After the learning phase; they were asked to write the words when presented with pictures only. Their productions were analyzed for (a) percentage of partial versus fully produced words; (b) amount of word produced in partial words; (c) length of fragments in partial words; and (d) location of target letters produced in partial words (word-initial; -medial; or –final). The results indicated production of 69% partial words and 31% whole words; a high percentage of 1-letter fragments; and privileging for word-initial position.