Does Studying Vocabulary in Smaller Sets Increase Learning?

Autor/inn/en	Nakata, Tatsuya; Webb, Stuart
Titel	Does Studying Vocabulary in Smaller Sets Increase Learning?
Quelle	In: Studies in Second Language Acquisition, 38 (2016) 3, S.523-552 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-2631
DOI	10.1017/S0272263115000236
Schlagwörter	Vocabulary; English (Second Language); Second Language Instruction; Second Language Learning; Language Acquisition; Comparative Analysis + Suchen Sie Ihr Suchwort? Wortschatz; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Zweitsprachenerwerb; Sprachaneignung; Spracherwerb
Abstract	The present study examined the effects of part and whole learning on the acquisition of second language (L2, English) vocabulary. In whole learning, the materials to be learned are repeated in one large block, whereas, in part learning, the materials are divided into smaller blocks and repeated. Experiment 1 compared the effects of the following three treatments: 20-item whole learning, four-item part learning, and 10-item part learning. Unlike previous studies, part and whole learning were matched in spacing. In Experiment 2, spacing as well as the part-whole learning distinction were manipulated, and the following three treatments were compared: 20-item whole learning, four-item part learning with short spacing, and four-item part learning with long spacing. Results of the two experiments suggest that, (a) as long as spacing is equivalent, the part-whole distinction has little effect on learning, and (b) spacing has a larger effect on learning than the part-whole distinction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01