Intentional vocabulary learning through repeated-reading-based techniques: a case study of an adult Spanish-speaking learner of Chinese

Abstract

This study examined the effects of repeated reading (RR) and RR-based summarizing and the additive effect of written corrective feedback (WCF) on intentional vocabulary learning with one foreign language learner of Chinese. During three weeks, the participant received a different treatment for each week. Immediate and delayed post-tests were administered to assess the receptive and productive knowledge of the self-selected words. Results showed that a combination of unassisted RR and assisted RR was effective in acquiring receptive vocabulary knowledge and short-term productive vocabulary knowledge. The study also found that summarizing was not so effective in long-term vocabulary learning as in the short term. Moreover, the findings on the additive effect of WCF were inconclusive due to the limited data. Participant’s motivation is discussed as well.