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<p>Explicit encoding (EE) is a common way of vocabulary learning, whose memory consolidation process relies on the complementary learning systems (CLS), the traditional model of human memory. However, recent studies have shown that fast mapping (FM), which imitates children’s word learning environment, induced neural mechanisms different from CLS. This study thus explored the influences of these two conditions on the learning of EFL concrete nouns. Three groups of EFL learners were randomly assigned to the EE, FM or FM + EE learning condition. The results show that (a) EE and FM + EE resulted in significantly better performance than FM on both the immediate and delayed free recall and three-alternative forced choice tests, whereas no significant difference was found between EE and FM + EE, and (b) FM and FM + EE induced both lexical and semantic integration effects measured by the immediate and delayed lexical and semantic integration tests, whereas no integration effect was observed in the EE condition. These results indicate that EE brings about superior declarative memory of L2 concrete nouns, while FM is more conducive to lexical and semantic integration. The results also indicate that FM + EE has the advantages of both EE and FM. The study has important implications for L2 vocabulary instruction and provides a new perspective for L2 vocabulary learning.</p>

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Influences of explicit encoding and fast mapping on EFL vocabulary learning

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年7月7日

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  • Xukui Li,
  • Chen Zhang,
  • Huan Zhu,
  • Jinfang Du,
  • Haijuan Yan

摘要

Explicit encoding (EE) is a common way of vocabulary learning, whose memory consolidation process relies on the complementary learning systems (CLS), the traditional model of human memory. However, recent studies have shown that fast mapping (FM), which imitates children’s word learning environment, induced neural mechanisms different from CLS. This study thus explored the influences of these two conditions on the learning of EFL concrete nouns. Three groups of EFL learners were randomly assigned to the EE, FM or FM + EE learning condition. The results show that (a) EE and FM + EE resulted in significantly better performance than FM on both the immediate and delayed free recall and three-alternative forced choice tests, whereas no significant difference was found between EE and FM + EE, and (b) FM and FM + EE induced both lexical and semantic integration effects measured by the immediate and delayed lexical and semantic integration tests, whereas no integration effect was observed in the EE condition. These results indicate that EE brings about superior declarative memory of L2 concrete nouns, while FM is more conducive to lexical and semantic integration. The results also indicate that FM + EE has the advantages of both EE and FM. The study has important implications for L2 vocabulary instruction and provides a new perspective for L2 vocabulary learning.