scholarly journals Understanding the distributed practice effect and its relevance for the teaching and learning of L2 vocabulary

Lexis ◽  
2021 ◽  
Author(s):  
Amanda Edmonds ◽  
Emilie Gerbier ◽  
Katerina Palasis ◽  
Shona Whyte
Keyword(s):  
Teaching And Learning ◽  
Practice Effect ◽  
Distributed Practice ◽  
L2 Vocabulary

Optimizing Distributed Practice

2009 ◽  
Vol 56 (4) ◽  
pp. 236-246 ◽  
Author(s):  
Nicholas J. Cepeda ◽  
Noriko Coburn ◽  
Doug Rohrer ◽  
John T. Wixted ◽  
Michael C. Mozer ◽  
...  
Keyword(s):  
Practice Effect ◽  
Distributed Practice ◽  
Test Accuracy ◽  
Laboratory Studies ◽  
Final Recall ◽  
Visual Objects ◽  
Time Periods ◽  
Gap Effects

More than a century of research shows that increasing the gap between study episodes using the same material can enhance retention, yet little is known about how this so-called distributed practice effect unfolds over nontrivial periods. In two three-session laboratory studies, we examined the effects of gap on retention of foreign vocabulary, facts, and names of visual objects, with test delays up to 6 months. An optimal gap improved final recall by up to 150%. Both studies demonstrated nonmonotonic gap effects: Increases in gap caused test accuracy to initially sharply increase and then gradually decline. These results provide new constraints on theories of spacing and confirm the importance of cumulative reviews to promote retention over meaningful time periods.

scholarly journals Recent Research in Science Teaching and Learning

2020 ◽  
Vol 19 (3) ◽  
pp. fe4
Author(s):  
Sarah L. Eddy
Keyword(s):  
Science Teaching ◽  
Student Motivation ◽  
Teaching And Learning ◽  
Scientific Writing ◽  
Learning Sciences ◽  
Distributed Practice ◽  
Science Teaching And Learning

This installment of Current Insights features three studies drawing on psychology and learning sciences that help us understand how to increase student motivation to engage in scientific writing, how drawing can enhance learning, and whether spacing, or distributed practice, matters in actual classes.

Word knowledge, learning and acquisition in a second language: Proposed replications of Elgort (2011) and Qiao and Forster (2017)

2019 ◽  
pp. 1-11
Author(s):  
Irina Elgort
Keyword(s):  
Second Language ◽  
Word Learning ◽  
Teaching And Learning ◽  
Word Knowledge ◽  
L2 Word Learning ◽  
Alternative Approaches ◽  
To Come ◽  
Prime Lexicality Effect ◽  
The Mind ◽  
L2 Vocabulary

AbstractWhat does it mean to learn a word? How can we tell when a sequence of letters or sounds becomes a word in the mind of the learner? While many second language (L2) vocabulary teaching and learning studies continue to use traditional vocabulary tests to measure learning (such as multiple choice, translation, gap-fill), these measures tend to come short when researchers want to address theoretical questions about the nature of L2 word knowledge. In the present paper, I argue for conceptualising word learning as lexicalisation, which necessitates the use of alternative approaches to measuring learning. I then propose approximate and conceptual replications of two theoretically motivated L2 word learning studies, Elgort (2011) and Qiao and Forster (2017), that used the Prime Lexicality Effect as a measure of lexicalisation of deliberately learned L2 words.

Team Practice Schedules: What Do We Know?

1998 ◽  
Vol 87 (1) ◽  
pp. 31-34 ◽  
Author(s):  
Lori Rhodenizer ◽  
Clint A. Bowers ◽  
Maureen Bergondy
Keyword(s):  
Retention Interval ◽  
Team Learning ◽  
Individual Learning ◽  
Practice Effect ◽  
Work Environments ◽  
Distributed Practice ◽  
Short Term ◽  
Practice Schedule ◽  
Practice Schedules ◽  
Term Retention

Given the prevalence of teams in many work environments, it is important to determine the practice schedules that optimize their learning. Thus, the effect of practice schedule on team learning was investigated. Teams practiced under either a massed or distributed practice schedule and were tested under a short-term or longer-term retention interval. These results support the distribution of practice effect for team learning; however, the results suggest that the known benefits for longer-term retention that distributed practice has on individual learning may not apply to learning by 2-person teams under the present conditions.

L2 Vocabulary Teaching under Multimedia-and-Network Environment

2011 ◽  
Vol 422 ◽  
pp. 534-537
Author(s):  
Gui Rong Zhong
Keyword(s):  
Search Engine ◽  
Teaching And Learning ◽  
Network Environment ◽  
The Rich ◽  
L2 Vocabulary

This paper discusses the problems in current L2 vocabulary teaching in Chinese colleges. The author holds that the wide applicafication of the multimedia and network will greatly reform the L2 vocabulary teaching to a real extent because the multimedia and network bears a lot of advantages. The powerful search engine, the rich database, the flexible hypertext link and the various real scenes of communication provided by the multimedia and network are all helpful in L2 vocabulary teaching and learning.

scholarly journals UNDERSTANDING COGNATE WORDS IN A FIRST CONTACT WITH ENGLISH

2020 ◽  
pp. 27
Author(s):  
Pâmela Freitas Pereira Toassi ◽  
Silvia Hedine de Albuquerque Pereira
Keyword(s):  
Second Language ◽  
Teaching And Learning ◽  
Motivational Factor ◽  
Facilitation Effect ◽  
L2 Vocabulary ◽  
First Contact

In the present study the cognate facilitation effect was investigated by means of a translation task applied to ten participants (mean age of 44 years old) who had never taken an English course and who were skeptical about being able to learn the language. The task consisted of the translation of 40 non identical cognate words from English to Portuguese. By means of this task, we could infer if the cognate words could be understood in a first contact with English. The results were positive: more than 50% of the words presented to these participants were correctly translated into Portuguese. In addition, the present study showed that cognate words work as a motivational factor to make people inspired to learn a second language, in this case English, as reported by all of the participants of who took part in the present study. Furthermore, the findings of the present study are aligned with the literature, favoring the view that cognate words are easily recognized. This data has implications for the teaching and learning of English in the Brazilian context.Keywords: Cognates; L2 vocabulary; bilingualism.

scholarly journals Impact of Pushed Output on Students' Oral Production

2020 ◽  
Vol 20 ◽  
pp. 85-108
Author(s):  
Kevin López
Keyword(s):  
Private School ◽  
Teaching And Learning ◽  
Intermediate Students ◽  
Oral Production ◽  
Efl Students ◽  
Narrative Forms ◽  
L2 Vocabulary ◽  
The Impact ◽  
Output Hypothesis ◽  
Method Approach

With the advent of communicative methodologies, the promise to develop both fluency and accuracy was made as a goal for teaching and learning English as an international language. However, it did not happen (Richards, 2008). In an attempt to equalize students’ both semantic and syntactic competence, this study investigates the impact of Swain’s (1985) oral pushed output hypothesis on EFL intermediate students’ L2 oral production under a mixed method approach. The participants were 16 seventh grade EFL students from a private school in Ibagué, Colombia that were randomly assigned to an output and a non-output group. For five weeks, the output group underwent oral pushed output activities while the non-output group was merely exposed to comprehension activities. Quantitative and qualitative instruments to collect the data included pretest and posttest, audiorecordings, stimulated recalls, and interviews. Results revealed that although pushing students to produce meaningful oral output does not promote significant noticing of their linguistic problems in past narrative forms, students can modify more oral output through one-way pushed output activities than two-way activities and equalize their semantic and syntactic competence since they can engage in both processsings. Additionally, students perceived oral pushed output as an affectivity regulator in L2 oral production and as a trigger of exposure to L2 vocabulary, grammar, and pronunciation.

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