Learning New Words in Non-Native Language Using Rote and Akshara Based Learning Strategies: An Exploratory Study

INTRODUCTION

Words appear simple in any language, but they play a crucial role in spoken and written communication. Words appear in different forms in our day-to-day conversations, in the form of spoken words, orthographic representation, and environmental exposure, triggering mental images that we are already familiar with. Learning words is fundamental to acquiring a language and a key component of linguistic development.^[1] By adulthood, native speakers typically have approximately 20,000 words in their vocabulary, which include all the morphological complex forms of their native language. Word learning process can occur through a phenomenon called fast mapping, in which individuals map new words based on environmental exposure, linguistic context, and mental imagery.^[2]

Word learning happens in three overlapping stages: (a) triggering—recognising the new word and understanding that the word needs to be learned. (b) Configuration—forming lexical and semantic representations and a link between them, and (c) engagement—the dynamic stage of learning where the representations formed during configuration interact with and affect the existing lexicon.^[3]

In general, repetition is a commonly used strategy among individuals learning a second language. Vocabulary learning strategies often involve terms such as memorisation and repetition, which are frequently associated with rote learning (RL). These strategies were interchangeably used in the language learning process. RL plays a pivotal role in vocabulary acquisition, as it involves repetition, memorisation, and practice, making it crucial to research to understand its effectiveness in language learning among adults.^[4]

Some of the researchers argue that Asian countries still rely on utilising the conventional learning style, particularly RL, for vocabulary learning. However, the RL strategy is considered a negative practice in the educational context due to its limitations.^[5] RL emphasises memorising, repeating the vocabulary without necessarily fostering a deeper understanding of the word. Consequently, the effectiveness of RL is a subject of ongoing debate among educators and language learning experts.^[4]

A study by Liu^[5] compared the effectiveness of the RL method with the keyword method in vocabulary recall, and the findings suggest that the keyword method is deemed a quick method for vocabulary acquisition. Despite the negative belief in using RL strategies for vocabulary learning, it is one of the widely recognised methods for acquiring foundational knowledge, particularly during the early stages of language learning. A cultural element may influence memorization (RL) in language learning. Learners tend to follow common practices in language learning and are more reluctant to adopt new approaches. As a result, language learners from a culture where RL is deeply rooted and regularly practiced tend to follow it, as this method remains beneficial to them. Research studies have found that a positive view of RL can still be used as an effective strategy in language learning.^[6–8]

On the contrary, Akshara-based learning is structured at the syllable level, and it can also be broken down into individual phonemic components.^[9] The alpha syllabic script shares features of alphabetic and syllabic scripts, unlike alphabetic or logographic scripts. Most of the Indian scripts were taught through the syllabic approach, with instruction progressing systematically from the beginning to the end of the Akshara set.^[10] Learning typically begins with tracing the primary forms of vowels and consonants in combination with vowels. For example, in the Kannada language, an alphasyllabic script is taught with the primary form of vowel/a/followed by consonant-vowel combinations (/Ka/). Thus, considering the effectiveness of Akshara-based learning in early language development, the authors of the study sought to apply a similar approach in second language learning in alphasyllabic scripts.

Research has shown that the phonological characteristics of the native language influence rapid learning of novel words in a non-native language.^[11] It is also reported that sight word instruction facilitates the reading abilities of students.^[12] McArthur et al.^[13] evinced that sight word reading and phonics training had a positive impact, while combining both sight word and phonics training resulted in significant improvements in nonword reading accuracy and fluency. Building on the positive findings from the existing literature, the current study extended the paradigm by training words through rote learning and Akshara-based learning.

The current study focuses on understanding how normal adults learn novel words in a non-native language, and it also provides insight into whether rote learning or an Akshara-based learning system is feasible for adults when learning words in a new language. The study includes subjects from both the states of Karnataka and Kerala in India. In these states, Kannada and Malayalam are the most widely spoken languages. These languages are considered to be alpha-syllabic in nature; thus, understanding the similarities and differences in the word learning process in these languages seems to be beneficial. As a preliminary attempt, this study paves the way for further research that could expand the approach in typically developing children and those with childhood disordered populations. The current study aimed to analyse the performance of rote and Akshara-based learning in Kannada and Malayalam languages, in a non-native context. To accomplish this aim, researchers unravel the following objectives. (1) To compare the performance of the rote learning strategy and the Akshara-based learning strategy across Kannada and Malayalam languages. (2) To compare rote learning strategies versus Akshara-based learning within the Kannada and Malayalam languages.

MATERIAL AND METHODS

A total of 30 participants, aged between 18 and 25 years (M = 22.5, SD = 0.8), were recruited for the study using a convenience sampling method. All these participants have given their consent for their participation in the study. The participants were divided into two groups: Group 1 (G1) consisted of 15 subjects whose native language was Kannada (L1), and Group 2 (G2) consisted of 15 subjects whose native language was Malayalam (L1).

The participants selected for the study should have had less than one year of exposure to the Malayalam language in G1 and the Kannada language in G2. Researchers set the criteria of “less than one year of language proficiency merely to get the broader range oflanguage exposure and to facilitate participant recruitment. Proficiency was assessed using LEAP-Q^[14], and all participants recruited had low proficiency scores in their non-native language. All participants selected for the study were free from any speech, language, and hearing-related disorders, which was ensured through informal interviews. Also, these participants completed the WHO Ten Question Screening questionnaire to ascertain their history of sensory, developmental, learning, or neurological deficits, ensuring that individuals with any such conditions were excluded from the study.^[15]

RESULTS

Initially, the data was fed into SPSS version 18.0 to run the statistical test. The data were subjected to a normality check using the Shapiro-Wilk test, and the findings showed that the data were skewed. Thus, a non-parametric test was applied to see the statistical differences.

To address the objective of comparing the performance of rote learning in G1 (native speakers of Kannada) and G2 (native speakers of Malayalam), the data were subjected to descriptive analysis. The results revealed no difference in the mean score for both G1 and G2 in their rote learning strategies, see Figure 1. Further, the data were subjected to statistical analysis using the Mann-Whitney U test, which indicated no statistically significant differences between groups in their rote learning strategies (/z/=0.145, p>0.05).

Close

Figure 1:

Comparison of mean scores of Groups 1 and 2 across learning methods.

Export to PPT

Similarly, the performance of Akshara-based learning in G1 (Kannada) and G2 (Malayalam) was compared. Descriptive statistics evinced that there is no difference in mean scores for both G1 and G2 in their Akshara-based learning strategies, see Figure 1. To further examine the statistical differences, the Mann-Whitney U test was applied, and the result revealed that there are no significant differences in performance for Akshara-based learning between group 1 (Kannada) and group 2 (Malayalam) (/z/=0.174, p>0.05).

Objective two aimed to compare rote learning strategies with Akshara-based word learning within (G1) and (G2). To analyse the within-group performance, the Wilcoxon signed-rank test was used, and the results revealed no significant differences between rote and Akshara-based learning in G1(/Z/= 0.15, p>0.05) and G2 (/Z/=1.25, P>0.05).

DISCUSSION

The current study aimed to explore the difference between the two learning strategies for acquiring novel words. The results of the study showed no difference between the rote learning system and the Akshara-based learning system. This lack of difference can be attributed to the usage of common and simple words in both languages. These languages belong to the Dravidian language family and share similar phonological structures. For both groups, L1 language is an alpha syllabary in nature; thus, their process of acquisition and retention of newly learned words would be similar.^[16] Second language learning in adulthood occurs when an individual associates a new phonological form with a word in their native language.^[17]

As we used words with less complexity and similar phonological features, it was easier for the subjects to retain the novel words. The words listed as stimuli had similar sound structures in both languages, and the complex phonological representations in both languages were not taken into account in the current study. The phonological loop, which stores the novel phonological forms, prevents the decay of verbal information.^[18,19] This may have contributed to the better retention of words in our participants. The verbal information from the short-term memory system is then transferred to the long-term memory system and retained there. Studies have also proven that the capacity to store novel words is greater for phonologically familiar words.^[20] It is also known that novel words with a phonological structure that resembles the native language are much easier to learn compared to those with unfamiliar phonological structures. This could have enabled participants to recognise the words in a non-native language with ease.

CONCLUSION

The study results appear promising, as they suggest a reliable strategy for training new words in languages that follow the alpha-syllabary structure. Language learning remains an important activity even in adulthood, owing to reasons such as career advancement, adaptation to migration, and the development of effective communication skills. Additionally, establishing suitable strategies for new language learning in adults is deemed pivotal, as language learning is an ongoing process. This paradigm needs reiteration on a large scale and extension to various disorder populations such as specific language impairment, childhood aphasia, hearing impairment, and intellectual disability. In addition, the paradigm used in the study can serve as the template for future studies that investigate the strategies for new word learning in other languages.