One who hesitates is NOT lost (when repeating new words to remember them better by)

                                                   

(Credit: Clker.com)

Actually, the study (Summarized by Neurosciencenews.com) Repeating New Words Out Loud Isn’t Always the Best Way to Learn Them, by Kapnoula et al. Basque Center on Cognition, Brain and Language (BCBL) is, more or less, a neuroscientific validation of a principle established decades (and decades ago) by experienced language teachers: sometimes pausing for a instant before you repeat the new word (or piles of words) is the better way to learn and remember it. 

The research does, however, point indirectly to an important development in the field in the last few decades: learning new words out of context, even if the meaning is provided in some form, is a very delicate and complex process, best case. Simply put, subjects in one condition either (a) repeated a new  English-looking, nonsense word (e.g., penivasher) immediately or (b) paused slightly and then repeated the word out loud. With a 4-second pause, their memory for the latter words the next day was significantly better than the former. From the study:

“When a person repeats a word immediately after hearing it, cognitive resources are dedicated to preparing the production of the word and, as a result, these resources cannot be used to deeply encode that word. In contrast, if production is delayed for a few seconds, this overlap is avoided, allowing deeper learning and encoding to take place.”

Ok. That makes sense. But then we have this: 

“Understanding these cognitive mechanisms can teach us how to use repetition more efficiently in educational contexts. For example, teachers can encourage students to repeat a new word the first time they hear it, but after this first exposure, the learning processes should focus more on listening rather than on production,” 

What? Why do I suspect that the researchers have never taught or been taught language--or if they have, poorly, at that?

 " . . . repeat it (once) but after this first exposure, the learning process should focus on listening rather than production . . .?" 

Imagine in just what teaching system/context would that apply. Granted, if all you are working with are new words IN ISOLATION (without associated meaning), where the goal is just reading or listening comprehension for some reason--maybe passing an L2 reading test, not speaking, that figures. But if the new words are actual L2 words, encountered in a rich, memorable context and high frequency collocation--the general M.O. of contemporary language methodology--then radically switching away from productive, out loud repetition/use of words in learning is  . . . well . . . arcane, to put it mildly. 

This may be a case where researchers take what is actually a very nice study and pretty much fanta-(or over)-size its potential application, or don't spend enough time on the concluding paragraph. (I'd pause a bit before assuming it is but the latter . . . )

Now if you do want to experience full-body, memorable engagement/repetition of new words--without hesitation--go to: www.actonhaptic/kinetik 

Keep in touch.

Bill

Source: Wait long and prosper! Delaying production alleviates its detrimental effect on word learning. Kapnoula, C. & Sameul, A. 2023 Language, Cognition, and Neuroscience.
https://doi.org/10.1080/23273798.2022.2144917