A REVIEW OF LABORATORY STUDIES OF ADULT SECOND LANGUAGE VOCABULARY TRAINING
A REVIEW OF LABORATORY STUDIES OF ADULT SECOND LANGUAGE VOCABULARY TRAINING
复制标题
成人第二语言词汇训练实验研究述评
DOI：
10.1017/s0272263119000500
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发表时间：
2020
影响因子：
4.1
通讯作者：
Natasha Tokowicz
中科院分区：
文献类型：
--
作者：
Caitlin A. Rice;Natasha Tokowicz
摘要本文以一个改进的层次模型（Kroll & Stewart，1994）为框架，在实验室环境下，对二语词汇教学与成人学习者的研究进行了回顾和整合。通过研究各种训练方法如何促进或未能促进高质量的正字法，语音和意义表征的发展，以及这些表征之间的紧密联系，我们重新概念化了当前的知识体系，并突出了现有文献中的差距。我们回顾了只促进L1到L2形成联系的训练方法的证据（例如，大量重复）通常是无效的，但当与也加强L2形式-意义联系的方法（例如，间隔的重复训练与检索实践或需要用户生成的响应的语义细化）。我们讨论了这些研究结果的影响，研究人员和教育工作者有兴趣提高第二语言词汇学习的成果。
Abstract This review examines and integrates studies of second language (L2) vocabulary instruction with adult learners in a laboratory setting, using a framework provided by a modified version of the Revised Hierarchical Model (Kroll & Stewart, 1994), the Revised Hierarchical Model-Repetition Elaboration Retrieval. By examining how various training methods promote or fail to promote the development of high-quality orthographic, phonological, and meaning representations, and strong connections between these representations, we reconceptualize the current body of knowledge, and highlight gaps in the existing literature. We review evidence that training methods that only promote L1 to L2 form connections (e.g., massed repetition) are generally ineffective, but can become highly effective when paired with methods that also strengthen L2 form-meaning connections (e.g., spaced repetition training with retrieval practice or semantic elaboration requiring user-generated responses). We discuss the implications of these findings for researchers and educators interested in improving L2 vocabulary learning outcomes.
词汇学习中理想的困难。
DOI：
10.5406/amerjpsyc.128.2.0241
发表时间：
2015
期刊：
The American journal of psychology
影响因子：
--
作者：
Bjork,RobertA;Kroll,JudithF
通讯作者：
Kroll,JudithF
影响因子：
2.4
作者：
Perrachione, Tyler K.;Lee, Jiyeon;Wong, Patrick C. M.
通讯作者：
Wong, Patrick C. M.
影响因子：
2.6
作者：
Benjamin AS;Tullis J
通讯作者：
Tullis J