https://bjorklab.psych.ucla.edu/wp-cont ... l_2015.pdf
Desirable Difficulties in Vocabulary Learning
Desirable Difficulties in Vocabulary Learning
ROBERT A. BJORKUniversity of California, Los Angeles
JUDITH F. KROLLPennsylvania State University
Abstract
In this article we discuss the role of desirable difficulties in vocabulary learning from two perspectives, one having to do with identifying conditions of learning that impose initial challenges to the learner but then benefit later retention and transfer, and the other having to do with the role of certain difficulties that are intrinsic to language processes, are engaged during word learning, and reflect how language is understood and produced. From each perspective we discuss evidence that supports the notion that difficulties in learning and imposed costs to language processing may produce benefits because they are likely to increase conceptual understanding. We then consider the consequences of these processes for actual second-language learning and suggest that some of the domain-general cognitive advantages that have been reported for proficient bilinguals may reflect difficulties imposed by the learning process, and by the requirement to negotiate cross-language competition, that are broadly desirable. As Alice Healy and her collaborators were perhaps the first to demonstrate, research on desirable difficulties in vocabulary and language learning holds the promise of bringing together research traditions on memory and language that have much to offer each other.
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A REVIEW OF LABORATORY STUDIES OF ADULT SECOND LANGUAGE VOCABULARY TRAINING
Abstract
This review examines and integrates studies of second language (L2) vocabulary instruction with adult learners in a laboratory setting, using a framework provided by a modified version of the Revised Hierarchical Model (Kroll & Stewart, 1994), the Revised Hierarchical Model-Repetition Elaboration Retrieval. By examining how various training methods promote or fail to promote the development of high-quality orthographic, phonological, and meaning representations, and strong connections between these representations, we reconceptualize the current body of knowledge, and highlight gaps in the existing literature. We review evidence that training methods that only promote L1 to L2 form connections (e.g., massed repetition) are generally ineffective, but can become highly effective when paired with methods that also strengthen L2 form-meaning connections (e.g., spaced repetition training with retrieval practice or semantic elaboration requiring user-generated responses). We discuss the implications of these findings for researchers and educators interested in improving L2 vocabulary learning outcomes.
https://www.cambridge.org/core/journals ... 2EEE83124A
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https://tomprof.stanford.edu/posting/1419
"Desirable Difficulties" can Lead to Deeper Learning and Better Retention
Tomorrow's Teaching and Learning
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https://www.sciencegate.app/document/10 ... 3119000500
The effects of semantic and thematic clustering on the learning of second language vocabulary
Thomas Tinkham
ESL students are often presented much of their new English vocabulary preorganized for them in ‘semantic clusters’, sets of semantically and syntactically similar words, e.g., eye, nose, ear, mouth, chin. Although clustering of this sort facilitates the activities which serve current approaches to language teaching and would seem,at first glance, to facilitate vocabulary learning as well, little or no empirical justification is offered by researchers in support of its employment. In fact, research that might apply, psychological research generated by interference theory, would predict that such clustering of similar items impedes rather than enhances learning. On a more positive note, a more ‘thematic’ manner of organizing new L2 vocabulary is suggested by more recent psychological research which would predict that clusters like frog, green,hop, pond,slippery, croak would be more easily learnt than groups of unassociated words. With these predictions in mind,the reported research explored the effects upon L2 vocabulary learning of both ‘semantic’ and ‘thematic’ clustering. The results provide a wide range of evidence that suggests that semantic clustering does indeed serve as a hindrance while thematic clustering serves as a facilitator of new language vocabulary learning.