HOME | Archives | About | For Authors |
[ Article ] | |
Korea Journal of English Language and Linguistics - Vol. 22, No. 0, pp. 441-457 | |
Abbreviation: KASELL | |
ISSN: 1598-1398 (Print) 2586-7474 (Online) | |
Received 10 Apr 2022 Revised 15 May 2022 Accepted 27 May 2022 | |
DOI: https://doi.org/10.15738/kjell.22..202205.441 | |
Effects of Part and Whole Learning on the Learning of L2 Words and Idioms | |
Jungyoon Choi ; Hyunsook Yoon
| |
(1st author) Graduate Student, Dept. of TESOL, Graduate School, Hankuk University of Foreign Studies, Tel: 02) 2173-3978 (nadia0308@naver.com) | |
(corresponding author) Professor, Dept. of English Education, Hankuk University of Foreign Studies, Tel: 02) 2173-3978 (hsyoon3@hufs.ac.kr) | |
© 2022 KASELL All rights reserved This is an open-access article distributed under the terms of the Creative Commons License, which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited. | |
Funding Information ▼ |
This study examined the interrelation between spacing and types of lexical items in SLA. The study compared the effects of four spacing methods (i.e., 1-item part, 5-item part, 10-item part, and 20-item whole learning) on the learning of L2 words and idioms. The experiment was held in a classroom-based environment to suggest the optimum spacing when learning a wordlist and whether the optimum spacing should be applied differently depending on vocabulary types in the real classroom. Eighty adult learners of English in Korea participated in learning L1-L2 paired associates of 20 words and 20 idioms in one of the four spaced conditions with different spacing. The results of the study showed a significant interaction between spacing methods and vocabulary types. On the immediate posttests, whole learning generated better performances than the 1-item and the 5-item part learning when learning words, while all spaced learning performed better than 1-item part learning when learning idioms. On the 1-week delayed posttests, the 10-item part learning produced more correct responses than the 1-item and the 5-item part learning in word learning but outperformed all the other groups in idiom learning. The results of the study suggest that (a) overall, spaced learning has a better effect on learning lists of words and idioms than 1-item part learning, and (b) the optimum spacing should be determined based on retention intervals and the types of vocabulary, including length, difficulty, frequency levels.
Keywords: spacing effect, part learning, whole learning, idioms |
This work was supported by Hankuk University of Foreign Studies Research Fund of 2021.
1. | Alexander, R. 1984. Fixed expressions in English: Reference books and the teacher. ELT Journal 38(2), 127–132.. |
2. | Bahrick, H. P., L. E. Barhick, A. S. Bahrick and P. E. Bahrick. 1993. Maintenance of foreign language vocabulary and the spacing effect. Psychological Science 4, 316–321. |
3. | Bahrick, H. P. and E. Phelps. 1987. Retention of Spanish vocabulary over 8 years. Journal of Experimental Psychology: Learning, Memory, and Cognition 13(2), 344–349. |
4. | Barcroft, J. and S. Rott. 2010. Partial word form learning in the written mode in L2 German and Spanish. Applied Linguistics 31(5), 623–650. |
5. | Benjamin, A. S., R. A. Bjork and B. L. Schwartz. 1998. The mismeasure of memory: When retrieval fluency is misleading as a metamnemonic index. Journal of Experimental Psychology: General 127(1), 55–68. |
6. | Bjork, R. A. 1994. Memory and metamemory considerations in the training of human beings. In J. Metcalfe and A. Shimamura, eds., Metacognition: Knowing about Knowing, 185–205. Cambridge, MA: MIT Press. |
7. | Bjork, R.A. 1999. Assessing our own competence: Heuristics and illusions. In D. Gopher and A. Koriat, eds., Attentin and Performance XVII: Cognitive Regulation of Performance: Interaction of Theory and Application, 435–459. Cambridge, MA: MIT Press. |
8. | Brown, W. 1924. Whole and part methods in learning. Journal of Educational Psychology 15, 229–233. |
9. | Cepeda, N. J., N. Coburn, D. Rohrer, J. T. Wixted, M. C. Mozer and H. Pashler. 2009. Optimizing distributed practice: Theoretical analysis and practical implications. Experimental Psychology 56(4), 236–246. |
10. | Cepeda, N. J., H. Pashler, E. Vul, J. T. Wixted and D. Rohrer. 2006. Distributed practice in verbal recall tasks: A review and quantitative synthesis. Psychological Bulletin 132(3), 354–380. |
11. | Cepeda, N. J., E. Vul, D. Rohrer, J. T. Wixted and H. Pashler. 2008. Spacing effects in learning: A temporal ridgeline of optimal retention. Psychological Science 19(11), 1095–1102. |
12. | Choi, J. and H. Yoon. 2018. The repetition effects on learning formulaic language in form-focused instruction. Modern English Education 19(1), 76–85. |
13. | Crothers, E. and P. Suppes. 1967. Experiments in Second Language Learning. New York, NY: Academic Press. |
14. | Cull, W. L., J. J. Shaughnessy and E. B. Zechmeister. 1996. Expanding understanding of the expanding-pattern-of-retrieval mnemonic: Toward confidence in applicability. Journal of Experimental Psychology: Applied 2, 365–378. |
15. | Drew, P. and E. Holt. 1988. Complainable matters: the use of idiomatic expressions in making complaints. Social Problems 35(4), 398–378. |
16. | Ebbinghaus, H. 1885. Memory: A Contribution to Experimental Psychology. Republished 1964. New York: Dover. |
17. | Elgort, I. 2011. Deliberate learning and vocabulary acquisition in a second language. Language Learning 61(2), 367–413. |
18. | Fernando, C. 1996. Idioms and Idiomaticity. Oxford: Oxford University Press. |
19. | Fernando, C. and R. Flavell. 1981. On Idiom: Critical Views and Perspective (Vol.5). Exeter: University of Exeter. |
20. | Gardiner, F. M., F. I. Craik and F. A. Bleasdale. 1973. Retrieval difficulty and subsequent recall. Memory & Cognition 1(3), 213–216. |
21. | Gillund, G. and R. M. Shiffrin. 1984. A retrieval model for both recognition and recall. Psychological Review 91(1), 1–67. |
22. | Greene, R. L. 2008. Repetition and spacing effects. In H. L. Roediger III, ed., Learning and Memory: A Comprehensive Reference. Vol. 2: Cognitive Psychology of Memory, 65–78. Oxford: Elsevier. |
23. | Kang, S. H., R. V. Lindsey, M. C. Mozer and H. Pashler. 2014. Retrieval practice over the long term: Should spacing be expanding or equal-interval? Psychonomic Bulletin & Review 21(6), 1544–1550. |
24. | Karpicke, J. D. And A. Bauernschmidt. 2011. Spaced retrieval: Absolute spacing enhances learning regardless of relative spacing. Journal of Experimental Psychology: Learning, Memory, and Cognition 37(5), 1250–1257. |
25. | Karpicke, J. D. and H. L. Roediger. 2007. Repeated retrieval during learning is the key to long-term retention. Journal of Memory & Language 57, 161–162. |
26. | Karpicke, J. D. and H. L. Roediger. 2010. Is expanding retrieval a superior method for learning text materials? Memory & Cognition 38(1), 116–124. |
27. | Kornell, N. 2009. Optimising learning using flashcards: Spacing is more effective than cramming. Applied Cognitive Psychology 23(9), 1297–1317. |
28. | Küpper-Tetzel, C. E., E. Erdfelder and O. Dickhäuser. 2014. The lag effect in secondary school classrooms: Enhancing students’ memory for vocabulary. Instructional Science 42(3), 373–388. |
29. | Landauer, T. K. and R. A. Bjork. 1978. Optimum rehearsal patterns and name learning. Practical Aspects of Memory 1, 625–632. |
30. | Nattinger, J. R. and J. S. DeCarrico. 1992. Lexical Phrases and Language Teaching. Oxford University Press. |
31. | Laufer, B. and J. Hulstijn. 2001. Incidental vocabulary acquisition in a second language: The construct of task-induced involvement. Applied Linguistics 22(1), 1–26. |
32. | Liu, D. 2003. The most frequently used spoken American English idioms: A corpus analysis and its implications. TESOL Quarterly 671–700. |
33. | Logan, J. M. And D. A. Balota. 2008. Expanded vs. equal interval spaced retrieval practice: Exploring different schedules of spacing and retention interval in younger and older adults. Aging, Neuropsychology, and Cognition 15(3), 257–280. |
34. | Maisa, S. and T. Karunakaran. 2013. Idioms and importance of teaching idioms to ESL students: A study on teacher beliefs. Asian Journal of Humanities and Social Sciences (AJHSS) 1(1), 110–122. |
35. | Metcalfe, J., N. Kornell and B. Finn. 2009. Delayed versus immediate feedback in children’s and adults’ vocabulary learning. Memory & Cognition 37(8), 1077–1087. |
36. | Nakata, T. 2015. Effects of expanding and equal spacing on second language vocabulary learning: Does gradually increasing spacing increase vocabulary learning? Studies in Second Language Acquisition 37(4), 677–711. |
37. | Nakata, T. and Y. Suzuki. 2019. Effects of massing and spacing on the learning of semantically related and unrelated words. Studies in Second Language Acquisition 41(2), 287–311. |
38. | Nakata, T. and S. Webb. 2016. Does studying vocabulary in smaller sets increase learning?: The effects of part and whole learning on second language vocabulary acquisition. Studies in Second Language Acquisition 38(3), 523–552. |
39. | Nation, I. S. 2013. Learning Vocabulary in Another Language (2nd ed.). Cambridge: Cambridge University Press. |
40. | Nunberg, G., I. A. Sag and T. Wasow. 1994. Idioms. Language 70(3), 491–538. |
41. | Pashler, H., G. Zarow and B. Triplett. 2003. Is temporal spacing of tests helpful even when it inflates error rates? Journal of Experimental Psychology: Learning, Memory, and Cognition 29(6), 1051–1057. |
42. | Pavlik Jr, P. I. and J. R. Anderson. 2005. Practice and forgetting effects on vocabulary memory: An activation-based model of the spacing effect. Cognitive Science 29(4), 559–586. |
43. | Pyc, M. A. and K. A. Rawson. 2007. Examining the efficiency of schedules of distributed retrieval practice. Memory & Cognition 35(8), 1917–1927. |
44. | Pyc, M. A. and K. A. Rawson. 2012. Why is test–restudy practice beneficial for memory? An evaluation of the mediator shift hypothesis. Journal of Experimental Psychology: Learning, Memory, and Cognition 38(3), 737–746. |
45. | Schmitt, N. 2000. Vocabulary in Language Teaching. Cambridge: Cambidge University Press. |
46. | Schmitt, N. 2010. Researching Vocabulary: A Vocabulary Research Manual. Springer. |
47. | Rea, C. P. and V. Modigliani. 1988. Educational implications of the spacing effect. In M. M. Gruneberg, P. E. Morris and R. N. Sykes, eds., Practical Aspects of Memory: Current Research and Issues, Vol. 1. Memory in Everyday Life, 402–406. John Wiley & Sons. |
48. | Rogers, J. and A. Cheung. 2020. Does it matter when you review?: Input spacing, ecological validity, and the learning of L2 vocabulary. Studies in Second Language Acquisition 1–19. |
49. | Serrano, R. and H. Y. Huang. 2018. Learning vocabulary through assisted repeated reading: How much time should there be between repetitions of the same text? TESOL Quarterly 52(4), 971–994. |
50. | Simpson, R. and D. Mendis. 2003. A corpus‐based study of idioms in academic speech. TESOL Quarterly 37(3), 419–441. |
51. | Schmitt, N. 2010. Researching Vocabulary: A Vocabulary Research Manual. Springer. |
52. | Schmitt, N. and D. Schmitt. 2014. A reassessment of frequency and vocabulary size in L2 vocabulary teaching. Language Teaching 47(4). |
53. | Serrano, R., H. Stengers and A. Housen. 2015. Acquisition of formulaic sequences in intensive and regular EFL programmes. Language Teaching Research 19(1), 89–106. |
54. | Snoder, P. 2017. Improving English Learners' Productive Collocation Knowledge: The Effects of Involvement Load, Spacing, and Intentionality. TESL Canada Journal 34(3), 140–164. |
55. | Spitzer, H. F. 1939. Studies in retention. Journal of Educational Psychology 30(9), 641–656. |
56. | Verkoeijen, P. P., R. M. Rikers and H. G. Schmidt. 2005. Limitations to the spacing effect: Demonstration of an inverted u-shaped relationship between interrepetition spacing and free recall. Experimental Psychology 52(4), 257–263. |
57. | Webb, S. 2005. Receptive and productive vocabulary learning: The effects of reading and writing on word knowledge. Studies in Second Language Acquisition 27(1), 33–52. |
58. | Webb, S. 2009. The effects of receptive and productive learning of word pairs on vocabulary knowledge. RELC Journal 40(3), 360–376. |
59. | Wood, D. 2006. Uses and functions of formulaic sequences in second language speech: An exploration of the foundations of fluency. Canadian Modern Language Review 63(1), 13–33. |