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...nd the allocation of processing resources that may (or may not) be applicable to word form learning. In consideration of a general principle that learners’ attentional resources are limited (see also =-=Skehan 1998-=-; Skehan and Foster 1999, 2001), for example, VanPatten (e.g. 1996, supported by Barcroft and VanPatten 1997; Rosa and O’Neill 1998) has included perceptual salience in his model of sentencelevel L2 p...

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... L1 and L2, words are often retrieved and can be produced only partially (in both the written and spoken modalities). This phenomenon is sometimes connected to the tip-of-the-tongue (TOT) state (e.g. =-=Brown and McNeill 1966-=-; Aitchinson and Straf 1981; Meyer and Bock 1992), which is generally explained as the result of partial word encoding or incomplete activation in memory during usage. These two explanations correspon...

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...Lexical learning assessment measures have focused largely on the learning of word meaning, such as the comprehension of word meaning (e.g. Meara and Buxton 1987), the production of word meaning (e.g. =-=Laufer and Nation 1995-=-), or word associations (e.g. Riegel and Zivian 1972; Read 1993), although a few studies have attempted to measure multiple aspects of L2 word knowledge (e.g. Schmitt 1998) and how learners progress a...

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...tion of processing resources that may (or may not) be applicable to word form learning. In consideration of a general principle that learners’ attentional resources are limited (see also Skehan 1998; =-=Skehan and Foster 1999-=-, 2001), for example, VanPatten (e.g. 1996, supported by Barcroft and VanPatten 1997; Rosa and O’Neill 1998) has included perceptual salience in his model of sentencelevel L2 processing. Specifically,...

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...volving different aspects of word knowledge, such as the development from receptive to productive, partial to precise, and shallow to deep (e.g. Wesche and Paribakht 1996; Melka 1997; Henriksen 1999; =-=Qian 1999-=-). VanPatten et al. (2004) expanded the description of continua by addressing cognitive processes, such as overgeneralization of word use on the way to native-like lexical use, the relationship betwee...

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...iple continua involving different aspects of word knowledge, such as the development from receptive to productive, partial to precise, and shallow to deep (e.g. Wesche and Paribakht 1996; Melka 1997; =-=Henriksen 1999-=-; Qian 1999). VanPatten et al. (2004) expanded the description of continua by addressing cognitive processes, such as overgeneralization of word use on the way to native-like lexical use, the relation...

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...learned in an explicit learning condition (e.g. Nation 1982; Meara and Ingle 1986; Hulstijn 1991; Ellis and Beaton 1993) or through contextualized input (e.g. Wesche and Paribakht 1996; Schmitt 1998; =-=Rott 1999-=-). Consequently, researchers have outlined how word knowledge develops across multiple continua involving different aspects of word knowledge, such as the development from receptive to productive, par...

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...r respective L2s that would be required to be more successful at chunking the target words via multi-letter units, such as phonemes, morphemes, syllables and prosodic patterns (Ellis and Beaton 1993; =-=Ellis 2001-=-). This lack of familiarity may have contributed to a greater number of failures at multi-letter chunking, leading to more cases of encoding single letters only. An interaction between fragment length...

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...ave assessed word form learning in L2 specifically, however. Lexical learning assessment measures have focused largely on the learning of word meaning, such as the comprehension of word meaning (e.g. =-=Meara and Buxton 1987-=-), the production of word meaning (e.g. Laufer and Nation 1995), or word associations (e.g. Riegel and Zivian 1972; Read 1993), although a few studies have attempted to measure multiple aspects of L2 ...

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...d length, degree of sound-script correspondence, and sequential letter probabilities as key factors during lexical encoding and predictors of subsequent lexical retrieval (e.g. Ellis and Beaton 1993; =-=Laufer 1997-=-). In light of this background, new research on partial word form learning may help to advance our understanding of the process of partial word form encoding during L2 lexical learning. Identifying ch...

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...oduced only partially (in both the written and spoken modalities). This phenomenon is sometimes connected to the tip-of-the-tongue (TOT) state (e.g. Brown and McNeill 1966; Aitchinson and Straf 1981; =-=Meyer and Bock 1992-=-), which is generally explained as the result of partial word encoding or incomplete activation in memory during usage. These two explanations correspond to two distinct categories of the TOT state, t...

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...omplete, regardless of whether words are learned in an explicit learning condition (e.g. Nation 1982; Meara and Ingle 1986; Hulstijn 1991; Ellis and Beaton 1993) or through contextualized input (e.g. =-=Wesche and Paribakht 1996-=-; Schmitt 1998; Rott 1999). Consequently, researchers have outlined how word knowledge develops across multiple continua involving different aspects of word knowledge, such as the development from rec...

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...inois at Chicago *E-mail: barcroft@wustl.edu; ysrott@uic.edu Previous research on second language (L2) vocabulary learning has examined the relationship between word properties and learnability (e.g. =-=Ellis and Beaton 1993-=-). Few studies, however, have examined patterns in partial word form learning as a method of assessing learnability and improving our understanding of allocation of processing resources during word-le...

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...her words are learned in an explicit learning condition (e.g. Nation 1982; Meara and Ingle 1986; Hulstijn 1991; Ellis and Beaton 1993) or through contextualized input (e.g. Wesche and Paribakht 1996; =-=Schmitt 1998-=-; Rott 1999). Consequently, researchers have outlined how word knowledge develops across multiple continua involving different aspects of word knowledge, such as the development from receptive to prod...

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...icon have demonstrated repeatedly that form-meaning connections following initial lexical form encoding are incomplete, regardless of whether words are learned in an explicit learning condition (e.g. =-=Nation 1982-=-; Meara and Ingle 1986; Hulstijn 1991; Ellis and Beaton 1993) or through contextualized input (e.g. Wesche and Paribakht 1996; Schmitt 1998; Rott 1999). Consequently, researchers have outlined how wor...

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...oaded from length (e.g. Ellis and Beaton 1993); pronounceability (e.g. Rodgers 1969); phonotactic regularity (Ellis and Beaton 1993); sound-script incongruence and difference in writing systems (e.g. =-=Koda 1999-=-); word frequency (e.g. De Groot and Keijzer 2000); acoustic similarity between words (e.g. Henning 1973; Meara 1982); part of speech (Rodgers 1969; Ellis and Beaton 1993); concept imageability (Ellis...

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... word form, including word 2 J. BARCROFT AND S. ROTTsat Serials Record on M ay 12, 2016 http://applij.oxfordjournals.org/ D ow nloaded from length (e.g. Ellis and Beaton 1993); pronounceability (e.g. =-=Rodgers 1969-=-); phonotactic regularity (Ellis and Beaton 1993); sound-script incongruence and difference in writing systems (e.g. Koda 1999); word frequency (e.g. De Groot and Keijzer 2000); acoustic similarity be...

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...ordjournals.org/ D ow nloaded from of the syllables belong to CV and CVC classes. Therefore, in German, syllables generally have more letters, and in particular, German has more multi-syllabic words (=-=Conrad and Jacobs 2004-=-). As such, the present study sought to test for potential language-specific relationships between word-internal properties and allocation of processing resources and to explore the possibility that s...

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... across multiple continua involving different aspects of word knowledge, such as the development from receptive to productive, partial to precise, and shallow to deep (e.g. Wesche and Paribakht 1996; =-=Melka 1997-=-; Henriksen 1999; Qian 1999). VanPatten et al. (2004) expanded the description of continua by addressing cognitive processes, such as overgeneralization of word use on the way to native-like lexical u...

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...al short-term memory and word form learning. Findings from psychological research suggest that phonological short-term/working memory plays an important role in the acquisition of L2 word forms (e.g. =-=Speciale et al. 2004-=-; Kovács and Racsmany 2008). It is assumed that a novice learner comes to the task of L2 acquisition with a particular phonological short-term memory capacity, and it is this that limits their rate o...

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...ten retrieved and can be produced only partially (in both the written and spoken modalities). This phenomenon is sometimes connected to the tip-of-the-tongue (TOT) state (e.g. Brown and McNeill 1966; =-=Aitchinson and Straf 1981-=-; Meyer and Bock 1992), which is generally explained as the result of partial word encoding or incomplete activation in memory during usage. These two explanations correspond to two distinct categorie...

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...nces, thereby having fewer instances of single-letter productions than the learners of Spanish. It is also possible that the activation of the L1 word form influenced processing of the L2 word forms (=-=Sunderman and Kroll 2006-=-). The target words used in the current investigation do not allow the identification of specific processing patterns that may be due to the L1. Future research should assess the effect of the L1 on L...

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... and Beaton 1993); sound-script incongruence and difference in writing systems (e.g. Koda 1999); word frequency (e.g. De Groot and Keijzer 2000); acoustic similarity between words (e.g. Henning 1973; =-=Meara 1982-=-); part of speech (Rodgers 1969; Ellis and Beaton 1993); concept imageability (Ellis and Beaton 1993); word concreteness and cognate status (e.g. De Groot and Keijzer 2000); and pronunciation time (El...

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...earning. In consideration of a general principle that learners’ attentional resources are limited (see also Skehan 1998; Skehan and Foster 1999, 2001), for example, VanPatten (e.g. 1996, supported by =-=Barcroft and VanPatten 1997-=-; Rosa and O’Neill 1998) has included perceptual salience in his model of sentencelevel L2 processing. Specifically, VanPatten posits that items in sentence-initial position are more perceptually sali...

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...onstrated repeatedly that form-meaning connections following initial lexical form encoding are incomplete, regardless of whether words are learned in an explicit learning condition (e.g. Nation 1982; =-=Meara and Ingle 1986-=-; Hulstijn 1991; Ellis and Beaton 1993) or through contextualized input (e.g. Wesche and Paribakht 1996; Schmitt 1998; Rott 1999). Consequently, researchers have outlined how word knowledge develops a...

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...rgely on the learning of word meaning, such as the comprehension of word meaning (e.g. Meara and Buxton 1987), the production of word meaning (e.g. Laufer and Nation 1995), or word associations (e.g. =-=Riegel and Zivian 1972-=-; Read 1993), although a few studies have attempted to measure multiple aspects of L2 word knowledge (e.g. Schmitt 1998) and how learners progress across multiple stages of knowledge from not having s...

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... word meaning, such as the comprehension of word meaning (e.g. Meara and Buxton 1987), the production of word meaning (e.g. Laufer and Nation 1995), or word associations (e.g. Riegel and Zivian 1972; =-=Read 1993-=-), although a few studies have attempted to measure multiple aspects of L2 word knowledge (e.g. Schmitt 1998) and how learners progress across multiple stages of knowledge from not having seen the wor...