Research has suggested that long spacing (i.e., temporal intervals) within a training session facilitates second language vocabulary learning. Studies, however, have been limited to treatment that involved sessions for only initial learning but not subsequent relearning. Furthermore, most studies have investigated only the benefits of spacing…

The current study investigated the effects of repetition on the learning of second language (L2) spoken word forms. Japanese university students learning L2 English were randomly assigned to one of three treatment conditions (one, three, and six exposures) and learned 40 words while hearing them and viewing their corresponding pictures. A…

This study examines the relationship between how learners of Japanese as a second language perceive the learning of "kanji" (i.e., the logographic characters shared with Chinese) and their ability to learn novel "kanji" words using morphological and contextual information. Eighty college students learning Japanese as a foreign language completed a…

Extends the line of research that has recently applied the savings paradigm from cognitive psychology to vocabulary relearning. Second language data from 3044 returnees from Japan and Korea provide evidence of the strongest savings effect yet reported in studies of lexical reactivation. (Author/VWL)

Reports on the third year of a research project to document and evaluate an innovative foreign language in elementary schools (FLES) program in Japanese for Grades K-5. Findings indicate that the children progressed considerably in foreign language proficiency and developed positive attitudes toward language learning. (28 references) (Author/CK)