Design rules for computer-aided learning of vocabulary items in a second language

摘要

The goal of this article is to derive design rules and guidelines from experimental work on computer-supported learning of vocabulary items in a second language. Four steps to enhance learning which were proposed by Rosenshine and Stevens (1986) are used to structure the discussion of the experiments. An attempt is made to interpret experimental results in terms of their implications for design rules and guidelines. The experiments involved the learning of paired-associate word-translation pairs by experienced and novice language learners. Seven specific rules are identified, which are summarized in the more general rule that instruction and training should aim at the enhancement of the quality and quantity of elaborative learning activities. Specific rules concern (a) the number of items in a study unit, (b) the correspondence between training-task format and evaluative test format, (c) the use of additional information during feedback, (d) the use of learner-provided intermediate aids to memory, (e) the use of adaptive item-sequencing procedures, (f) the interaction between learner characteristics (experience and learning style) and control of learning, and (g) the use of a sequencing procedure for items with unequal difficulty levels. Further research is needed to establish the applicability of the rules.