Effects of Distributed Practice on the Acquisition of Verb-Noun Collocations

Autor/inn/en	Yamagata, Satoshi; Nakata, Tatsuya; Rogers, James
Titel	Effects of Distributed Practice on the Acquisition of Verb-Noun Collocations
Quelle	In: Studies in Second Language Acquisition, 45 (2023) 2, S.291-317 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yamagata, Satoshi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-2631
DOI	10.1017/S0272263122000225
Schlagwörter	Phrase Structure; Second Language Learning; Verbs; Learning Processes; Transfer of Training; Second Language Instruction; Teaching Methods; Language Research; Scheduling; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Phrasenstruktur; Zweitsprachenerwerb; Learning process; Lernprozess; Training; Transfer; Ausbildung; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Sprachforschung; Disposition; Unterrichtserfolg
Abstract	Given the importance of collocational knowledge for second language learning, how collocation learning can be facilitated is an important question. The present study examined the effects of three different practice schedules on collocation learning: node massed, collocation massed, and collocation spaced. In the node-massed schedule, three collocations for the same node verb were studied on the same day. In the collocation-massed schedule, three collocations for the same node verb were studied in different weeks. In the collocation-spaced schedule, participants encountered multiple collocations for the same node verb within a single day; at the same time, multiple collocations for the same node verb were repeated each week. To examine whether the knowledge of studied collocations could be transferred to unstudied collocations containing the same node, posttests included novel collocations that were not encountered during the treatment. Results suggested that the collocation-spaced schedule led to the largest gains for both studied and unstudied collocations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01