This study investigates the impact of spacing on L2 incidental vocabulary learning. The participants divided into three groups studied the same 20 target words, which occurred nine times in 36 short reading texts in a Moodle course. The first group read four passages and thus saw each target words once per session each week in the nine-week period (nine sessions, fixed spacing group). The second group (three sessions, spaced massing with fixed intervals) and the third group (three sessions, spaced massing with expanding intervals) studied 12 passages each session and saw each target item three times per session. While the second group studied the passages within a seven-week period with a two-week and a three-week interval (three sessions), the third group studied the passages in three consecutive weeks (three sessions). So, all of the three groups saw the same 20 target words a total of nine times with different massing and spacing patterns. The participants were given the Vocabulary Knowledge Scale (the VKS) before and after the treatment and a multiple-choice test immediately after the treatment period. The results indicated that the fixed spacing group outperformed the spaced massing with fixed intervals and spaced massing with expanding intervals.

中文翻译：

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间隔模式对电子词汇阅读对二语词汇附带学习的影响

这项研究调查了间隔对L2附带词汇学习的影响。参与者分为三组，研究了相同的20个目标词，它们在Moodle课程的36篇简短阅读课文中出现了9次。第一组阅读四段，因此在九周的时间段内每周每节一次看到每个目标词（九节，固定间隔组）。第二组（三节，以固定的间隔进行间隔集结）和第三组（三节，以扩展的间隔进行间隔集结）每节研究了12个段落，每个节目看了三个目标项目。第二小组在七个星期内以两周和三周的间隔（三节）研究段落，而第三小组在连续三个星期（三节）中研究了段落。所以，这三组中的所有20个目标词总共有9次出现相同的质量和间距模式。在治疗前后给参与者提供词汇知识量表（VKS），并在治疗期后立即进行多项选择测试。结果表明，固定间隔组的效果优于固定间隔的间隔质量和扩展间隔的间隔质量。