ABSTRACT
Flash cards (also referred to as word cards) are a set of cards where the second language (L2) word is written on one side and its meaning, usually in the form of a first language (L1) translation, L2 synonym, or definition, is written on the other. Flash card learning is considered to be one of the most effective, efficient, and useful vocabulary learning strategies. This chapter reviews empirical studies on flash card learning and discusses principles for effective flash card learning. Specifically, studies examining the effects of the following factors on flash card learning are reviewed: opportunities for retrieval, retrieval frequency, direction of retrieval (i.e., receptive vs. productive), retrieval format (i.e., recognition vs. recall), spacing, part vs. whole learning, feedback, and interference. The chapter also addresses the issue of what kinds of information (e.g., L1 translations, core meaning, context, keywords, word parts, visuals) should be added to flash cards to facilitate learning. Given the popularity of computer-based flash cards, the chapter also discusses how flash card learning can be implemented effectively with the help of computers. The chapter concludes with suggestions for further research related to flash card learning.
