Effects of pair work and individual work on paired‐associate vocabulary learning in an EFL context

IF 1.5 3区 文学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Akira Iwata, Kohei Kanayama, Kiwamu Kasahara
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引用次数: 0

Abstract

This study investigates how different modes of a memorization activity in paired‐associate learning (PAL), namely pair work and individual work, can affect learners’ short‐ and long‐term retention of newly learned vocabulary items. In the aforementioned activity, two groups of Japanese college students studying English as a foreign language (EFL) learned 20 novel English vocabulary items using a second language–first language (L2–L1) list. First, the pair group worked in pairs; one member asked the other to state the L1 equivalent of the target items aloud for 2.5 min, and vice versa. Second, the members of the individual group memorized the L1 meanings of the target words for 5 minutes using their own methods. Subsequently, an immediate posttest and questionnaire survey regarding their preferred learning styles and strategies were conducted after the study session. Furthermore, a surprise delayed posttest was administered 3 weeks after the session. The results revealed that the individual group outperformed in the immediate posttest. However, the pair group scored significantly better in the delayed posttest. These results suggest that individual work is superior for memorizing a larger number of words in a short time but that memory can decay relatively quickly. Conversely, pair work may be superior for long‐term retention.
在英语语言环境中,配对作业和个人作业对配对关联词汇学习的影响
本研究探讨了配对协作学习(PAL)中的不同记忆活动模式(即配对协作和个人协作)如何影响学习者对新学词汇的短期和长期记忆。在上述活动中,两组学习英语作为外语(EFL)的日本大学生使用第二语言-第一语言(L2-L1)列表学习了 20 个新的英语词汇项目。首先,对子组的成员两人一组,其中一人要求另一人大声说出目标项目的 L1 对应词,时间为 2.5 分钟,反之亦然。其次,个人组的成员用自己的方法记忆目标词的 L1 词义,时间为 5 分钟。随后,在学习课程结束后进行了即时后测和问卷调查,了解他们喜欢的学习方式和策略。此外,还在课程结束 3 周后进行了突击性延迟后测。结果显示,个人组在即时后测中的表现优于其他组。然而,在延迟后测中,配对组的得分明显更高。这些结果表明,个人练习在短时间内记忆大量单词方面更有优势,但记忆会相对较快衰减。相反,结对学习可能更有利于长期记忆。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
3.30
自引率
0.00%
发文量
40
期刊介绍: The International Journal of Applied Linguistics (InJAL) publishes articles that explore the relationship between expertise in linguistics, broadly defined, and the everyday experience of language. Its scope is international in that it welcomes articles which show explicitly how local issues of language use or learning exemplify more global concerns.
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