Effects of Spacing on Contextual Vocabulary Learning: Spacing Facilitates the Acquisition of Explicit, but Not Tacit, Vocabulary Knowledge

Autor/inn/en	Nakata, Tatsuya; Elgort, Irina
Titel	Effects of Spacing on Contextual Vocabulary Learning: Spacing Facilitates the Acquisition of Explicit, but Not Tacit, Vocabulary Knowledge
Quelle	In: Second Language Research, 37 (2021) 2, S.233-260 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nakata, Tatsuya) ORCID (Elgort, Irina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-6583
DOI	10.1177/0267658320927764
Schlagwörter	Vocabulary Development; Translation; Japanese; Second Language Learning; English (Second Language); Native Language; Second Language Instruction; Pretests Posttests; Feedback (Response); Semantics; Priming; Recall (Psychology); Reading Processes; Context Effect; Language Tests; Time Factors (Learning); Graduate Students; Undergraduate Students; Foreign Countries; Reaction Time; Decision Making; Item Analysis; Accuracy + Suchen Sie Ihr Suchwort? Wortschatzarbeit; Japaner; Japanisch; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Semantik; Abberufung; Leseprozess; Language test; Sprachtest; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Ausland; Reaktionsvermögen; Decision-making; Entscheidungsfindung; Itemanalyse
Abstract	Studies examining decontextualized associative vocabulary learning have shown that long spacing between encounters with an item facilitates learning more than short or no spacing, a phenomenon known as distributed practice effect. However, the effect of spacing on learning words in context is less researched and the results, so far, are inconsistent. In this study, we compared the effect of massed and spaced distributions on second language vocabulary learning from reading. Japanese speakers of English encountered 48 novel vocabulary items embedded in informative English sentences, inferred their meanings from contexts, and received feedback in the form of English synonyms and Japanese translation equivalents. To test the hypothesis that the effects of spacing might differentially affect the development of explicit or tacit word knowledge, spacing effects were measured using semantic priming as well as a meaning recall and a meaning-form matching posttest. Results showed an advantage of spaced over massed learning on the meaning recall and meaning-form matching posttests. However, a similar semantic priming effect was observed irrespective of whether an item was encountered in the massed or spaced distribution. These results suggest that the spacing effect holds in contextual word learning for the development of explicit vocabulary knowledge, but massing appears to be as effective as spacing for the acquisition of tacit semantic knowledge. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01