De verwerving en didactiek van Oudgrieks vocabulaire

This study investigates whether vocabulary acquisition is most successful by means of learning a paired-associate word list or by doing vocabulary activities. Experimental data from 74 participants, three test conditions and two test moments suggest that vocabulary acquisition is initially most effective by means of paired-associate learning. However, vocabulary activities seem to stimulate word retention better. As a result, paired-associate learning and activity based learning complement each other. The didactical implications of this study are: i) students should acquire foreign vocabulary initially by means of paired-associate learning, and ii) after the first acquisition stage, students better do vocabulary activities in order to improve retention. Teaching material based on these implications is included in this article.