Research suggests that testing (or retrieval) has the potential to enhance second language (L2) vocabulary learning. Given the positive effects of testing, how L2 vocabulary learning from tests can be optimized is an important question. One way to increase the benefits of testing may be to use cumulative tests, where not only recently studied but also previously studied materials are tested. This research compared the effects of cumulative and noncumulative quizzes on L2 vocabulary learning. Seventy‐two Japanese university students were randomly assigned to the cumulative or noncumulative group and studied 80 low‐frequency English vocabulary items over nine weekly classes. In both groups, participants were introduced to 10 target items in each class and completed a vocabulary quiz in the following class. In the noncumulative group, the 10 items introduced in the previous class appeared in vocabulary quizzes in the following class. In the cumulative group, not only target items introduced in the previous class but also items introduced in earlier classes were tested. Posttest results demonstrate that the cumulative tests may be twice (receptive) or three times (productive) more effective than noncumulative tests. The findings suggest that vocabulary learning can be improved significantly by making simple changes to vocabulary quizzes.

中文翻译：

---

一个学期的分布式检索练习的影响：累积测试作为促进第二语言词汇学习的一种方式

研究表明，测试（或检索）具有增强第二语言（L2）词汇学习的潜力。鉴于测试的积极作用，如何优化从测试中学习第二语言是一个重要的问题。增加测试好处的一种方法可能是使用累积测试，不仅对最近研究过的材料，还对先前研究过的材料进行测试。这项研究比较了累积和非累积测验对第二语言词汇学习的影响。七十二名日本大学生被随机分配到累积或非累积组中，并在九个每周的课程中学习了80个低频英语词汇。在这两个小组中，参与者都被介绍了每个班级的10个目标项目，并在下一个班级完成了词汇测验。在非累积组中，上一堂课介绍的10个项目出现在下一堂课的词汇测验中。在累积组中，不仅测试了上一课中引入的目标项目，还测试了早前一课中引入的项目。测试后的结果表明，累积测试的有效性可能比非累积测试高两倍（接受）或三倍（生产性）。研究结果表明，通过对词汇测验进行简单的更改，可以显着改善词汇学习。测试后的结果表明，累积测试的有效性可能比非累积测试高两倍（接受）或三倍（生产性）。研究结果表明，通过对词汇测验进行简单的更改，可以显着改善词汇学习。测试后的结果表明，累积测试的有效性可能比非累积测试高两倍（接受）或三倍（生产性）。研究结果表明，通过对词汇测验进行简单的更改，可以显着改善词汇学习。