A Comparative Study of Word Learning Strategies in L1 and L2 Acquisition through the Emergentist Coalition Model (ECM) | Chapter 3 | Language, Literature and Education: Research Updates Vol. 9

 

The acquisition of vocabulary is a fundamental aspect of language development, with distinct trajectories for first (L1) and second language (L2) learners. While children effortlessly absorb new words, adults often encounter challenges in expanding their L2 lexicon. This qualitative study compared the word learning strategies of children acquiring their first language (L1) and adults acquiring a second language (L2) using the Emergentist Coalition Model (ECM) as a framework. Participants included children aged 4–7 and adults aged 18–65, selected through purposive sampling.  Semi-structured interviews were conducted to explore their learning strategies. This study's findings suggest that the ECM framework operates in both L1 and L2 acquisition, but with some key variations. Thematic analysis revealed that children relied more on implicit learning through social cues and phonological awareness, while adults adopted a more explicit and strategic approach, emphasising semantic knowledge. These findings highlighted the influence of developmental stage and learning context on word learning strategies. By demonstrating the importance of both implicit and explicit learning for L1 and L2 learners, this study contributed to a more holistic understanding of word acquisition.

 

 

Author(s) Details

Shamsi Samavi Aghdam
Faculty of Literature and Humanities, Islamic Azad University, Bonab Branch, Bonab, Iran.

 

Hassan Asadollahfam
Faculty of Literature and Humanities, Islamic Azad University, Bonab Branch, Bonab, Iran.

 

Roya Ranjbar Mohammadi
Faculty of Literature and Humanities, Islamic Azad University, Bonab Branch, Bonab, Iran.

 

Mohammad Hossein Yousefi
Faculty of Literature and Humanities, Islamic Azad University, Bonab Branch, Bonab, Iran.

 

Please see the book here :- https://doi.org/10.9734/bpi/lleru/v9/6357