Presently, the main study skills many Japanese EFL students rely on are massed practice, repetiti... more Presently, the main study skills many Japanese EFL students rely on are massed practice, repetition, and writing when it comes to vocabulary acquisition. McCarthy (as cited in Gu, 2003) stated, “the purpose of vocabulary learning should include both remembering words and the ability to use them automatically in a wide range of language contexts when the need arises." The theory of desirable difficulty (Bjork and Bjork, 1992) states that the harder one has to work to retrieve a memory, the greater the subsequent spike in retrieval and storage strength. Spaced-repetition and interleaving are two study skills which incorporate the desirable difficulty effect and could lead to stronger vocabulary acquisition; giving students the ability to recall words automatically when the need arises. Encouraging and teaching students how to use these skills will lead to deeper vocabulary acquisition and language improvement. 1. Japanese EFL students’ vocabulary study methods There have been num...
The main study skills students presently rely on are massed practice, repetition, rereading, and ... more The main study skills students presently rely on are massed practice, repetition, rereading, and highlighting which cause a false sense of fluency (Bjork & Bjork, 1992). Memory has two strengths, storage strength and retrieval strength, with the theory of desirable difficulty stating that the harder one has to work to retrieve a memory, the greater the subsequent spike in retrieval and storage strength (Bjork & Bjork, 1992; Hattie, 2013). Spaced repetition, pretesting, interleaving, and regular testing are a few study skills that can lead to deeper learning. Incorporating them into teaching as well as showing students how to use them could lead to deeper learning, stronger retrieval, and longer retention. This paper examines these study skills, including examples of how to incorporate them into various classroom activities. 学習者の主な学習スキルは、集中練習、反復、再読、蛍光ペンなどでマークすることだが、これらは学習者が流暢だと思い込む要因となり得る (Bjork & Bjork, 1992)。記憶力には「保持」と「想起」の2つがあり、「望ましい困難」は、記憶を想起する為に努力すればするほど、結果的に保持と記憶力が増加するという理論である(...
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