Copying Words: A Double-Edged Sword for Second Language Vocabulary Learning?*

초록

The purpose of this study is to examine whether repetitive writing, often favored by learners as a method of vocabulary memorization, facilitates second language vocabulary learning under supportive conditions. However, it is still unclear whether copying helps vocabulary learning when combined with helpful learning conditions, such as learning words in context and practicing them several times. This study compared copying and observation under controlled conditions that included clear example sentences, repeated exposure, and a follow-up meaning test. Forty participants were divided evenly into two groups and learned target words through either copying or observation. Both groups were exposed to the same example sentences, the same number of repetitions, and the same follow-up meaning test. Mixed-effects regression models showed that the copying group had a slight advantage in the delayed meaning recall test conducted one week after learning, while no significant differences were found between groups in form recognition or form recall. This suggests that copying may help support long-term meaning retention, but overall, observation was just as effective across most tasks. Receptive vocabulary size and working memory did not play a major role in predicting performance. Copying in context may provide temporary benefits for the initial encoding of word form and meaning, but its long-term learning effects may be task-dependent and limited. KEYWORDS vocabulary

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