Learning vocabulary in lexical sets: dangers and guidelines
By Paul Nation. TESOL journal, 2000
170 citations recorded by the source corpus.
No description supplied
Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology, Language and Linguistics
View Paper: https://www.semanticscholar.org/paper/26acc20f87f7531af49a8ea1cbfcaf5fa8d52935
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Developmental and Educational Psychology
- F. Boers
- Matthew Finkbeiner
- Tatsuya Nakata
- J. Nicol
- N. Schmitt
- Sachi Yasuda
- June Eyckmans
- H. Stengers
In Experimental and Cognitive Psychology
In Language and Linguistics
- F. Boers
- Matthew Finkbeiner
- Tatsuya Nakata
- J. Nicol
- N. Schmitt
- Sachi Yasuda
- H. Stengers
- June Eyckmans
Citations in the corpus
- Cognitive Linguistic approaches to teaching vocabulary: Assessment and integration (2011, background): “This is the kind of organisation of vocabulary which IS believed to be helpful for learning (Nation 2000).”
- EFFECTS OF EXPANDING AND EQUAL SPACING ON SECOND LANGUAGE VOCABULARY LEARNING (2015, background): “For instance, some empirical studies have used trials to criterion, or the number of trials required for learners to successfully recall a target item a given number of times during learning, as the dependent measure (for a review, see Tatsuya Nakata704 Nation, 2000 ).”
- Semantic category effects in second language word learning (2003, background): “In studies that record the number of learning trials needed to reach a predetermined learning criterion, it has been shown that participants take longer to learn new labels for sets of semantically related items than for sets of semantically dissimilar items (Higa, 1963; Kintsch & Kintsch, 1969; Nat”