Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de vocabulario

Resumen:

In foreign or second language (L2) classrooms, learners often vocalize when learning new words. Indeed, previous studies have demonstrated that vocalization is effective for memorization and this is called the production effect (PE). Furthermore, PE has been observed in the learning of L2 word meanings as well. However, whether this can be applied to larger language items is unknown. Thus, the present study tested the effect of vocalization on learning L2 formulaic sequence (FS), a sequence of words such as collocations. To achieve this, the participants in the present study learned 90 verb–noun collocations and were tested on recognition of their forms and meanings both immediately and one week after the learning session. The result showed that vocalization enhances learning of forms and meanings of L2 FSs, and this effect is...

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Tipo: artículo

Metodología: estudio empírico

Temas: expresiones idiomáticas

Resumen:

Learners of a second language often vocalize newly learned items, and previous studies have shown that this practice facilitates the learning of single words and multiword expressions. However, these effects have been demonstrated only in mixed-list designs, where a single list of items is learned using multiple learning methods, and have not been tested in pure-list designs, where each list is learned with one consistent method. Moreover, prior research has relied almost exclusively on written recognition tests, leaving spoken-modality tests and recall measures largely unexamined. This study employed a within-participant, pure-list design in which each list was associated with a single learning condition, and each participant studied a total of four lists. The participants were 68 Japanese learners of English. Participants learned 64...

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