ABSTRACT
In the present study, 89 second-language (L2) Spanish learners studied English-Spanish word pairs in one of two learning conditions (test-enhanced and traditional-list) while either thinking aloud during the learning phase or not thinking aloud. Verbalizations were then coded with respect to demonstrated depth of processing (DoP). While the results reveal no significant difference between type of learning condition or verbalization on L2 lexical production, and no relationship between total DoP and vocabulary recall, these results may be explicated by the role of DoP reported in the two conditions. The contributions of these findings to the field as well as pedagogical implications are included in this chapter.
