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The Roles of Vocabulary Size, Word Part Knowledge, and Semantic Transparency in Vocabulary Learning Through the Word Part Technique.

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Title: The Roles of Vocabulary Size, Word Part Knowledge, and Semantic Transparency in Vocabulary Learning Through the Word Part Technique.
Authors: Oikawa, Gaia1 (AUTHOR) oikawa.gaia.r5@dc.tohoku.ac.jp, Sugawara, Masato1 (AUTHOR), Uchihara, Takumi1 (AUTHOR)
Source: International Journal of Applied Linguistics. May2026, Vol. 36 Issue 2, p1615-1627. 13p.
Subject Terms: *Mnemonics, *Second language acquisition, *English as a foreign language, *Lexical access, Morphemics
Abstract (English): This study investigated the influence of learner‐ and word‐related variables on L2 vocabulary learning through the word part technique (WPT), a morphological mnemonic designed to strengthen form–meaning associations through knowledge of affixes and stems. Forty‐eight Japanese university EFL learners employed the WPT to study 16 low‐frequency English words and rated the semantic transparency of the target items. In addition, learners' vocabulary size and word part knowledge were assessed. Learning outcomes were measured through meaning recall and recognition tests administered immediately after the treatment and two weeks later. The results revealed a complex interplay of learner‐ and item‐related variables in the effectiveness of the WPT: (a) learners with greater word part knowledge recognized the word meanings more accurately at both the immediate and delayed posttests; (b) learners with larger vocabulary sizes were more likely to benefit from the WPT, particularly for meaning recall in the immediate posttest and meaning recognition in the delayed posttest; and (c) semantically transparent words were recalled more accurately immediately after the learning session. Importantly, learners with greater vocabulary were more adept at leveraging their prior knowledge of word parts and benefited more from the WPT. These findings highlight the conditions under which the WPT can be most effectively implemented while individual differences and lexical characteristics are considered. [ABSTRACT FROM AUTHOR]
Abstract (Japanese): 要旨: 本研究は、接辞や語根の知識を活用して形態と意味の結びつきを強化する記憶術である「Word Part Technique(WPT)」を用いた第二言語(L2)語彙学習において、学習者要因および語彙要因が及ぼす影響を検討した。学習者要因は語彙サイズと接辞知識、語彙に関する要因は意味的透明性を調査対象とした。48名の日本人大学生EFL学習者が、16語の対象語彙をWPTを用いて学習した。また学習時には各対象語彙の意味的透明性をレーティングした。学習前には学習者の語彙サイズおよび接辞知識を測定した。学習成果は、学習直後と2週間後に実施された意味想起テストおよび意味認識テストによって評価された。結果は、学習者要因と語彙要因の両方が学習結果に有意に影響をもたらすことが明らかになった。具体的には、(a) 接辞知識が豊富な学習者は、意味認識テストにおいて直後・遅延の両方のテストで語の意味をより正確に回答した、(b) 語彙サイズが大きい学習者はWPTからより大きな学習効果を得やすく、とくに意味想起テストの直後テストおよび意味認識テストの遅延テストにおいてその影響が顕著であったこと、(c) 意味的透明性の高い語は、学習直後の意味想起テストにおいてより高い正答率につながったことが明らかになった。さらに重要な点として、語彙サイズと接辞知識の間には有意な交互作用が見られた。この結果は語彙サイズが大きい学習者は接辞知識をより効果的に活用し、WPTの学習効果をより大きくすることができる可能性を示している。本研究の知見は、WPTを使用した語彙学習において個人差および語彙の影響を考慮する 重要性を示すものである。 [ABSTRACT FROM AUTHOR]
Copyright of International Journal of Applied Linguistics is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: The Roles of Vocabulary Size, Word Part Knowledge, and Semantic Transparency in Vocabulary Learning Through the Word Part Technique.
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  Data: <searchLink fieldCode="AR" term="%22Oikawa%2C+Gaia%22">Oikawa, Gaia</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> oikawa.gaia.r5@dc.tohoku.ac.jp</i><br /><searchLink fieldCode="AR" term="%22Sugawara%2C+Masato%22">Sugawara, Masato</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Uchihara%2C+Takumi%22">Uchihara, Takumi</searchLink><relatesTo>1</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Applied+Linguistics%22">International Journal of Applied Linguistics</searchLink>. May2026, Vol. 36 Issue 2, p1615-1627. 13p.
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  Data: *<searchLink fieldCode="DE" term="%22Mnemonics%22">Mnemonics</searchLink><br />*<searchLink fieldCode="DE" term="%22Second+language+acquisition%22">Second language acquisition</searchLink><br />*<searchLink fieldCode="DE" term="%22English+as+a+foreign+language%22">English as a foreign language</searchLink><br />*<searchLink fieldCode="DE" term="%22Lexical+access%22">Lexical access</searchLink><br /><searchLink fieldCode="DE" term="%22Morphemics%22">Morphemics</searchLink>
– Name: Abstract
  Label: Abstract (English)
  Group: Ab
  Data: This study investigated the influence of learner‐ and word‐related variables on L2 vocabulary learning through the word part technique (WPT), a morphological mnemonic designed to strengthen form–meaning associations through knowledge of affixes and stems. Forty‐eight Japanese university EFL learners employed the WPT to study 16 low‐frequency English words and rated the semantic transparency of the target items. In addition, learners' vocabulary size and word part knowledge were assessed. Learning outcomes were measured through meaning recall and recognition tests administered immediately after the treatment and two weeks later. The results revealed a complex interplay of learner‐ and item‐related variables in the effectiveness of the WPT: (a) learners with greater word part knowledge recognized the word meanings more accurately at both the immediate and delayed posttests; (b) learners with larger vocabulary sizes were more likely to benefit from the WPT, particularly for meaning recall in the immediate posttest and meaning recognition in the delayed posttest; and (c) semantically transparent words were recalled more accurately immediately after the learning session. Importantly, learners with greater vocabulary were more adept at leveraging their prior knowledge of word parts and benefited more from the WPT. These findings highlight the conditions under which the WPT can be most effectively implemented while individual differences and lexical characteristics are considered. [ABSTRACT FROM AUTHOR]
– Name: Abstract
  Label: Abstract (Japanese)
  Group: Ab
  Data: 要旨: 本研究は、接辞や語根の知識を活用して形態と意味の結びつきを強化する記憶術である「Word Part Technique(WPT)」を用いた第二言語(L2)語彙学習において、学習者要因および語彙要因が及ぼす影響を検討した。学習者要因は語彙サイズと接辞知識、語彙に関する要因は意味的透明性を調査対象とした。48名の日本人大学生EFL学習者が、16語の対象語彙をWPTを用いて学習した。また学習時には各対象語彙の意味的透明性をレーティングした。学習前には学習者の語彙サイズおよび接辞知識を測定した。学習成果は、学習直後と2週間後に実施された意味想起テストおよび意味認識テストによって評価された。結果は、学習者要因と語彙要因の両方が学習結果に有意に影響をもたらすことが明らかになった。具体的には、(a) 接辞知識が豊富な学習者は、意味認識テストにおいて直後・遅延の両方のテストで語の意味をより正確に回答した、(b) 語彙サイズが大きい学習者はWPTからより大きな学習効果を得やすく、とくに意味想起テストの直後テストおよび意味認識テストの遅延テストにおいてその影響が顕著であったこと、(c) 意味的透明性の高い語は、学習直後の意味想起テストにおいてより高い正答率につながったことが明らかになった。さらに重要な点として、語彙サイズと接辞知識の間には有意な交互作用が見られた。この結果は語彙サイズが大きい学習者は接辞知識をより効果的に活用し、WPTの学習効果をより大きくすることができる可能性を示している。本研究の知見は、WPTを使用した語彙学習において個人差および語彙の影響を考慮する 重要性を示すものである。 [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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  Data: <i>Copyright of International Journal of Applied Linguistics is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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    Identifiers:
      – Type: doi
        Value: 10.1111/ijal.70017
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      – Code: eng
        Text: English
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        PageCount: 13
        StartPage: 1615
    Subjects:
      – SubjectFull: Mnemonics
        Type: general
      – SubjectFull: Second language acquisition
        Type: general
      – SubjectFull: English as a foreign language
        Type: general
      – SubjectFull: Lexical access
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      – SubjectFull: Morphemics
        Type: general
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      – TitleFull: The Roles of Vocabulary Size, Word Part Knowledge, and Semantic Transparency in Vocabulary Learning Through the Word Part Technique.
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            NameFull: Oikawa, Gaia
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            NameFull: Sugawara, Masato
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              M: 05
              Text: May2026
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              Y: 2026
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