Given the importance of collocational knowledge for second language learning, how collocation learning can be facilitated is an important question. The present study examined the effects of three different practice schedules on collocation learning: node massed, collocation massed, and collocation spaced. In the node-massed schedule, three collocations for the same node verb were studied on the same day. In the collocation-massed schedule, three collocations for the same node verb were studied in different weeks. In the collocation-spaced schedule, participants encountered multiple collocations for the same node verb within a single day; at the same time, multiple collocations for the same node verb were repeated each week. To examine whether the knowledge of studied collocations could be transferred to unstudied collocations containing the same node, posttests included novel collocations that were not encountered during the treatment. Results suggested that the collocation-spaced schedule led to the largest gains for both studied and unstudied collocations.

鉴于搭配知识对于第二语言学习的重要性，如何促进搭配学习是一个重要的问题。本研究检验了三种不同练习计划对搭配学习的影响：节点聚集、搭配聚集和间隔搭配。在节点集中时间表中，同一节点动词的三个搭配在同一天进行了研究。在搭配集中计划中，在不同周内研究了同一节点动词的三种搭配。在搭配间隔时间表中，参与者在一天内遇到了同一节点动词的多种搭配；同时，每周重复同一节点动词的多种搭配。为了检验已研究搭配的知识是否可以转移到包含相同节点的未研究搭配，后测包括在处理期间未遇到的新搭配。结果表明，搭配间隔时间表为已研究和未研究的搭配带来了最大的收益。