Tatsuya Nakata
Tatsuya Nakata
Associate Professor, College of Intercultural Communication, Rikkyo University
Email verificata su rikkyo.ac.jp - Home page
Titolo
Citata da
Citata da
Anno
English vocabulary learning with word lists, word cards and computers: Implications from cognitive psychology research for optimal spaced learning
T Nakata
ReCALL: the Journal of EUROCALL 20 (1), 3, 2008
1892008
Computer-assisted second language vocabulary learning in a paired-associate paradigm: A critical investigation of flashcard software
T Nakata
Computer Assisted Language Learning 24 (1), 17-38, 2011
1092011
Effects of expanding and equal spacing on second language vocabulary learning: Does gradually increasing spacing increase vocabulary learning?
T Nakata
Studies in Second Language Acquisition 37 (4), 677-711, 2015
812015
Implementing optimal spaced learning for English vocabulary learning: Towards improvement of the low-first method derived from the reactivation theory
T Nakata
The JALT CALL Journal 2 (2), 3-18, 2006
512006
Effects of feedback timing on second language vocabulary learning: Does delaying feedback increase learning?
T Nakata
Language Teaching Research 19 (4), 416-434, 2015
392015
Does studying vocabulary in smaller sets increase learning
T Nakata, S Webb
Studies in Second Language Acquisition 38, 523-552, 2015
282015
Do the cognacy characteristics of loanwords make them more easily learned than noncognates?
J Rogers, S Webb, T Nakata
Language Teaching Research 19 (1), 9-27, 2015
272015
Does repeated practice make perfect? The effects of within-session repeated retrieval on second language vocabulary learning
T Nakata
Studies in Second Language Acquisition 39 (4), 653, 2017
252017
Effects of massing and spacing on the learning of semantically related and unrelated words
T Nakata, Y Suzuki
Studies in Second Language Acquisition 41 (2), 287-311, 2019
202019
Optimizing Second Language Practice in the Classroom: Perspectives from Cognitive Psychology
Y SUZUKI, T NAKATA, R DEKEYSER
The Modern Language Journal 103 (3), 551-561, 2019
122019
English collocation learning through meaning-focused and form-focused tasks
T Nakata
Proceedings of the 11th Conference of Pan-Pacific Association of Applied …, 2007
122007
Mixing Grammar Exercises Facilitates Long‐Term Retention: Effects of Blocking, Interleaving, and Increasing Practice
T NAKATA, Y SUZUKI
The Modern Language Journal 103 (3), 629-647, 2019
112019
Optimising second language vocabulary learning from flashcards
T Nakata
Victoria University of Wellington, 2013
112013
The Desirable Difficulty Framework as a Theoretical Foundation for Optimizing and Researching Second Language Practice
Y Suzuki, T Nakata, R Dekeyser
The Modern Language Journal 103 (3), 713-720, 2019
102019
The timing of oral corrective feedback
PG Quinn, T Nakata
Corrective feedback in second language teaching and learning, 35-47, 2017
102017
Vocabulary learning exercises: Evaluating a selection of exercises commonly featured in language learning materials
T Nakata, S Webb
SLA research and materials development for language learning, 123-138, 2016
8*2016
Effects of retrieval formats on second language vocabulary learning
T Nakata
International Review of Applied Linguistics in Language Teaching 54 (3), 257-289, 2016
62016
English Collocation Learning through Meaning-focused and Form-focused Activities: Interactions of Activity Type and L1-L2 Congruence
T Nakata
52010
Web‐Based Lexical Resources
T Nakata
The encyclopedia of applied linguistics, 6166-6177, 2012
42012
Empirical Feasibility of the Desirable Difficulty Framework: Toward More Systematic Research on L2 Practice for Broader Pedagogical Implications
Y Suzuki, T Nakata, R Dekeyser
The Modern Language Journal 104 (1), 313-319, 2020
32020
Il sistema al momento non può eseguire l'operazione. Riprova più tardi.
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