期刊
IRAL-INTERNATIONAL REVIEW OF APPLIED LINGUISTICS IN LANGUAGE TEACHING
卷 54, 期 3, 页码 257-289出版社
WALTER DE GRUYTER GMBH
DOI: 10.1515/iral-2015-0022
关键词
vocabulary learning; retrieval; recognition; recall; receptive / productive learning
资金
- Faculty Research Grant [98778]
- Victoria PhD Scholarship from Victoria University of Wellington
- Ministry of Education, Culture, Sports, Science, and Technology of Japan [15H06746, 16H05943]
- Grants-in-Aid for Scientific Research [15H06746, 16H05943] Funding Source: KAKEN
The present study set out to examine how we can optimize pairedassociate learning of second language (L2) vocabulary. In paired-associate learning, retrieval, where learners are required to access information about an L2 word from memory, is found to increase vocabulary learning. Retrieval can be categorized according to dichotomies of (a) recognition versus recall and (b) receptive versus productive. In order to identify the optimal retrieval format, the present study compared the effects of the following four conditions: recognition, recall, hybrid (combination of recall and recognition), and productive recall only. In this study, 64 English-speaking college students studied 60 Swahili-English word pairs using computer-based flashcard software. Results suggested that for paired-associate learning of L2 vocabulary, (a) recall formats are more effective than recognition for the acquisition of productive knowledge of orthography and (b) recognition formats are more desirable than recall when knowledge of spelling is not required.
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