Perceptual Learning Style Matching and L2 Vocabulary Acquisition

This study explored learning and retention of concrete nouns in second language Spanish by first language English undergraduates (N = 128). Each completed a learning style (visual, auditory, tactile/kinesthetic, mixed) assessment, took a vocabulary pretest, and then studied 12 words each through three conditions (matching, mismatching, mixed modality). After two learning sessions, participants took posttests immediately, after 1 week, and after 1 month. Repeated-measures ANOVAs revealed significant ( p < .05) effects for condition, with mixed-modality instruction stimulating the greatest learning and the best retention. Style matching also promoted significantly greater retention than mismatching. Findings indicate learners of different style preferences are equally successful at L2 vocabulary acquisition and that instruction through multiple modalities may be even more beneficial than matching individual preferences.