Psychological Development and Education ›› 2016, Vol. 32 ›› Issue (2): 198-204.doi: 10.16187/j.cnki.issn1001-4918.2016.02.09

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The Testing Effect in the Process of the Second Foreign Language Vocabulary Learning of College Students

LI Yongfen1,2, TANG Dandan3, CAO Bihua4, LIANG Xiuling5, LI Hong1,5   

  1. 1. Research Centre of Brain and Cognitive Neuroscience, Liaoning Normal University, Dalian 116029, China;
    2. Student Affairs Department, Dalian Polytechnic University, Dalian 116034, China;
    3. School of Education Science, Zunyi Normal College, Zunyi 563002, China;
    4. School of Psychology, Jiangxi Normal University, Nanchang 330022, China;
    5. Research Centre for Brain Function and Psychological Science, Shenzhen University, Shenzhen 518060, China
  • Online:2016-03-15 Published:2016-03-15

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Abstract: Vocabulary learning is a very difficult process in the second foreign language learning for college students. Therefore, the research on learning and memory strategies based on vocabulary learning is not only helpful for the acquisition of second foreign language vocabulary, but also the common focus of both second foreign language teaching and psychological studies. The learners and educators usually use tests to evaluate the students' academic performance. However, they neglect the effect of test itself on promoting the students' academic performance. Further, the test itself can be a type of learning. In the present study, the "Swahili-Chinese" paired words were used as experimental materials, and we compared the effects of four types of different experiment conditions frequently used and closely related to the test in the teaching practice on the vocabulary learning in the second foreign language learning. The present study showed that (1) the cumulative recall accuracy of four types of experiment conditions were almost the same; (2) testing effect facilitated the long-term memory retention; and (3) the students have different metacognitive for the four types of experiment conditions. Taken together, the present findings reveals that self test helps students acquire the second foreign language vocabulary efficiently and teachers can also improve the efficiency of classroom teaching by using testing effect.

Key words: college students, second foreign language, vocabulary learning, testing effect

CLC Number: 

  • B844
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