Second language vocabulary acquisition using a diglot reader or a computer-based drill and practice program

Abstract

This research study compares the impact of a computer-based diglot reader with that of a sophisticated, computer-based, drill and practice program on second language acquisition. The affective benefits as well as depth and breadth of vocabulary development were examined. The diglot method, originally conceived by Burling, introduces second language vocabulary within the context of a familiar first language text, thus allowing the reader to acquire the second language incidentally while lowering the affective barrier to language acquisition. This research study reaffirmed the positive affective benefit of the diglot method and showed that the diglot reader was equally as effective as the drill and practice program in facilitating vocabulary acquisition.