Second Language Word Diffi culty

Laufer, Batia

doi:10.1002/9781405198431.wbeal1328

Cited by 4 publications

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“…Previous studies using the second approach, however, have often failed to control item difficulty between the semantically related and unrelated sets. Research suggests that several factors affect the learning burden of L2-L1 word pairs (e.g., Barcroft & Rott, 2010;Laufer, 2012;Schmitt, 2010). Factors related to L2 words include L2 word frequency (Lotto & de Groot, 1998), L2 word length (Ellis & Beaton, 1993), and pronounceability ( de Groot, 2006; de Groot & van Hell, 2005;Ellis & Beaton, 1993).…”

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confidence: 99%

Effects of Massing and Spacing on the Learning of Semantically Related and Unrelated Words

Nakata

Suzuki

2018

Stud Second Lang Acquis

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Although researchers argue that studying semantically related words simultaneously (semantic clustering) inhibits vocabulary acquisition, recent studies have yielded inconsistent results. This study examined the effects of semantic clustering while addressing the limitations of previous studies (e.g., confounding of semantic relatedness with other lexical variables). Furthermore, the study investigated the effects of spacing because spacing might facilitate the learning of semantically related items by alleviating interference. In this study, 133 Japanese university students studied 48 English-Japanese word pairs under two conditions: massed and spaced. Half the words were semantically related to each other while the other half were not. Although there were no significant differences between semantically related and unrelated items in posttest scores, semantically related items led to more interference errors than unrelated items. Furthermore, contrary to the authors’ hypothesis that spacing is particularly beneficial for semantically related items, spacing benefited unrelated items more than it did related items.

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Effects of Massing and Spacing on the Learning of Semantically Related and Unrelated Words

Nakata

Suzuki

2018

Stud Second Lang Acquis

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“…Previous studies suggest that the effects of PAL may be affected by factors such as the direction (i.e., receptive or productive) and frequency of retrieval, type of elaboration (i.e., semantic or structural), type of information provided (e.g., fi rst language [L1] translations, context, or pictures), type and timing of feedback, and interference as well as item-related factors such as word length, parts of speech, pronounceability, concept imageability, and concept frequency (for reviews, see Laufer, 2012 ;Nation, 2001 ). Research also shows that in PAL, spaced learning, which involves spacing between repetitions of a given item, yields superior retention than does massed learning, which does not involve any spacing; this phenomenon is known as the spacing effect (e.g., Cepeda, Pashler, Vul, Wixted, & Rohrer, 2006 ;Cull, 2000 ;Cull, Shaughnessy, & Zechmeister, 1996 ;Karpicke & Bauernschmidt, 2011 ;Karpicke & Roediger, 2007 ;Logan & Balota, 2008 ;Maddox, Balota, Coane, & Duchek, 2011 ).…”

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Effects of Expanding and Equal Spacing on Second Language Vocabulary Learning

Nakata

2015

Stud Second Lang Acquis

152

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Although expanding spacing is often regarded as the most effective practice schedule, studies comparing equal and expanding spacing have yielded mixed results. The present study set out to examine whether the amount of spacing and the retention interval may influence the effects of expanding and equal spacing on second language (L2) vocabulary learning. One hundred and twenty-eight Japanese college students studied 20 English-Japanese word pairs. The type of spacing (expanding and equal) and the amount of spacing (massed, short, medium, and long) were manipulated. Results demonstrated a limited, yet statistically significant, advantage of expanding spacing. The finding is significant because this is the first L2 study to find the superiority of expanding over equal spacing. The main effect of the amount of spacing was also significant, producing large effect sizes. Taken together, the results suggest that expanding spacing may facilitate vocabulary learning, although introducing spacing may have a larger effect.

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“…Another problem is the lexical gap between the Turkish and English, investigated and discussed under the heading of lexical void in the literature (Blum & Levenston, 1978;Koren, 1997;Laufer, 2013;Shlesinger & Almog, 2011;Uzun, 2011). Anxiety, attitude and aptitude also create problems.…”

Section: Lexical Voids Translation and Motivationmentioning

confidence: 99%

Working with Text and Around Text in Foreign Language Environments

Chodkiewicz¹,

Steinbrich²,

Krzemińska-Adamek³

2016

Second Language Learning and Teaching

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The series brings together volumes dealing with different aspects of learning and teaching second and foreign languages. The titles included are both monographs and edited collections focusing on a variety of topics ranging from the processes underlying second language acquisition, through various aspects of language learning in instructed and non-instructed settings, to different facets of the teaching process, including syllabus choice, materials design, classroom practices and evaluation. The publications reflect state-of-the-art developments in those areas, they adopt a wide range of theoretical perspectives and follow diverse research paradigms. The intended audience are all those who are interested in naturalistic and classroom second language acquisition, including researchers, methodologists, curriculum and materials designers, teachers and undergraduate and graduate students undertaking empirical investigations of how second languages are learnt and taught.More information about this series at

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Second Language Word Diffi culty

Abstract: To understand why some words are easy and some are difficult for second language learners, we should first clarify what is meant by knowing a word.

Cited by 4 publications

References 9 publications

Effects of Massing and Spacing on the Learning of Semantically Related and Unrelated Words

Effects of Massing and Spacing on the Learning of Semantically Related and Unrelated Words

Effects of Expanding and Equal Spacing on Second Language Vocabulary Learning

Working with Text and Around Text in Foreign Language Environments

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