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Tatsuya Nakata
Tatsuya Nakata
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 20 (1), 3-20, 2008
2812008
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
2212011
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
1722015
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
832019
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), 653-679, 2017
812017
Effects of feedback timing on second language vocabulary learning: Does delaying feedback increase learning?
T Nakata
Language Teaching Research 19 (4), 416-434, 2015
792015
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
782019
Does studying vocabulary in smaller sets increase learning?: The effects of part and whole learning on second language vocabulary acquisition
T Nakata, S Webb
Studies in Second Language Acquisition 38 (3), 523-552, 2016
712016
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
672019
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
642015
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
582006
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
532019
Effects of spacing on contextual vocabulary learning: Spacing facilitates the acquisition of explicit, but not tacit, vocabulary knowledge
T Nakata, I Elgort
Second Language Research 37 (2), 233-260, 2021
522021
The timing of oral corrective feedback
PG Quinn, T Nakata
Corrective feedback in second language teaching and learning, 35-47, 2017
502017
Learning Words With Flash Cards and Word Cards
T Nakata
The Routledge Handbook of Vocabulary Studies, 304, 2019
462019
Effects of distributed retrieval practice over a semester: Cumulative tests as a way to facilitate second language vocabulary learning
T Nakata, S Tada, S Mclean, YA Kim
Tesol Quarterly 55 (1), 248-270, 2021
302021
Effects of retrieval formats on second language vocabulary learning
T Nakata
International Review of Applied Linguistics in Language Teaching 54 (3), 257-289, 2016
292016
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
22*2016
Domain-general auditory processing explains multiple dimensions of L2 acquisition in adulthood
K Saito, H Sun, M Kachlicka, JRC Alayo, T Nakata, A Tierney
Studies in Second Language Acquisition 44 (1), 57-86, 2022
202022
English collocation learning through meaning-focused and form-focused tasks
T Nakata
Proceedings of the 11th Conference of Pan-Pacific Association of Applied …, 2007
182007
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