The present study aims to measure the effects of the teaching of second language (L2) phonological forms on L2 receptive vocabulary learning. Two teaching methods were compared in a pre- and delayed post-test to evaluate their impact on L2 word learning. Participants ( n = 127; mean age = 12;6, i.e. 12 years and 6 months) were randomly divided in two groups that followed either an explicit teaching method focused on L2 phonological forms, or a communicative teaching method focused on meaning, in which L2 phonological forms were taught implicitly. The teaching methods in the two groups aimed to foster the skills and the learning of phonological forms involved in the development of receptive vocabulary. The two teaching methods trained the same skills and relied on the same vocabulary. They both targeted the phonological forms of two difficult phonemic contrasts in French as a foreign language. The two teaching sequences took place during mandatory lessons in French as a foreign language for six weeks (12 lessons), in a Swiss state school. Generalized mixed models were fitted to the data to test for differences across teaching methods in their impact on L2 word learning. Overall, the results indicate that participants made significant progress in word learning, with no significant differences between the two teaching methods. Pronunciation, discrimination, retention in verbal working memory, and the mastery of phoneme–grapheme correspondences are significant factors of vocabulary learning in French as foreign language. The teaching of L2 phonological representations and the training of their processing facilitated the learning of words in L2 French. However, the teaching of vocabulary in French as a foreign language rarely involves a focus on phonological representations.

中文翻译：

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强调语音形式的教学方法增强二语词汇学习


本研究旨在衡量第二语言（L2）语音形式教学对 L2 接受性词汇学习的影响。在预测试和延迟后测试中比较了两种教学方法，以评估它们对二语单词学习的影响。参与者（n = 127；平均年龄 = 12;6，即 12 岁零 6 个月）被随机分为两组，采用侧重于 L2 语音形式的明确教学方法，或采用侧重于意义的交际教学方法，其中L2 语音形式是隐式教授的。两组的教学方法旨在培养与接受性词汇发展相关的语音形式的技能和学习。两种教学方法训练相同的技能并依赖相同的词汇。他们都针对法语作为外语中两种困难的音素对比的音韵形式。这两个教学序列是在瑞士一所公立学校的法语作为外语的必修课中进行的，为期六周（12 节课）。将广义混合模型与数据进行拟合，以测试不同教学方法对二语单词学习影响的差异。总体而言，结果表明参与者在单词学习方面取得了显着进步，两种教学方法之间没有显着差异。发音、辨别力、言语工作记忆的保留以及音素对应的掌握是法语作为外语词汇学习的重要因素。二语语音表征的教学及其处理训练促进了二语法语单词的学习。然而，法语作为外语的词汇教学很少涉及语音表征。