Does studying vocabulary in smaller sets increase learning? The effects of part and whole learning on second language vocabulary acquisition
Does studying vocabulary in smaller sets increase learning? The effects of part and whole learning on second language vocabulary acquisition
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在较小的集合中学习词汇会增加学习效果吗？
DOI：
10.1017/s0272263115000236
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发表时间：
2016
影响因子：
4.1
通讯作者：
S. A.
中科院分区：
文献类型：
--
作者：
Nakata;T.;& Webb;S. A.
本研究探讨了部分学习和整体学习对第二语言（L2，英语）词汇习得的影响。在整体学习中，将要学习的材料在一大块中重复，而在部分学习中，将材料分成较小的块并重复。实验1比较了以下三种处理的效果：20项整体学习、4项部分学习和10项部分学习。与之前的研究不同，部分学习和整体学习在间距上是匹配的。在实验2中，操纵间距以及部分与整体学习的区别，并比较以下三种处理：20项整体学习、短间距四项部分学习和长间距四项部分学习。两个实验的结果表明，（a）只要间距相等，部分与整体的区别对学习的影响很小，（b）间距比部分与整体的区别对学习的影响更大。
The present study examined the effects of part and whole learning on the acquisition of second language (L2, English) vocabulary. In whole learning, the materials to be learned are repeated in one large block, whereas, in part learning, the materials are divided into smaller blocks and repeated. Experiment 1 compared the effects of the following three treatments: 20-item whole learning, four-item part learning, and 10-item part learning. Unlike previous studies, part and whole learning were matched in spacing. In Experiment 2, spacing as well as the part-whole learning distinction were manipulated, and the following three treatments were compared: 20-item whole learning, four-item part learning with short spacing, and four-item part learning with long spacing. Results of the two experiments suggest that, (a) as long as spacing is equivalent, the part-whole distinction has little effect on learning, and (b) spacing has a larger effect on learning than the part-whole distinction.