Cambridge University Press発行の査読付き国際誌Studies in Second Language Acquisitionにコロケーション学習に関する論文が採択されました。
Yamagata, S., Nakata, T., & Rogers, J. (in press). Effects of distributed practice on the acquisition of verb-noun collocations. Studies in Second Language Acquisition. doi:10.1017/S0272263122000225
Given the importance of collocational knowledge for second language learning, how collocation learning can be facilitated is an important question. The present study examined the effects of three different practice schedules on collocation learning: node massed, collocation massed, and collocation spaced. In the node-massed schedule, three collocations for the same node verb were studied on the same day. In the collocation-massed schedule, three collocations for the same node verb were studied in different weeks. In the collocation-spaced schedule, participants encountered multiple collocations for the same node verb within a single day; at the same time, multiple collocations for the same node verb were repeated each week. To examine whether the knowledge of studied collocations could be transferred to unstudied collocations containing the same node, posttests included novel collocations that were not encountered during the treatment. Results suggested that the collocation-spaced schedule led to the largest gains for both studied and unstudied collocations.