Input spacing and the learning of L2 vocabulary in a classroom context.

Autor/inn/en	Rogers, John; Cheung, Anisa
Titel	Input spacing and the learning of L2 vocabulary in a classroom context.
Quelle	In: Language teaching research, 24 (2020) 5, S. 616-641Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext (2) Link als defekt meldenVerfügbarkeit
Beigaben	Anhang; Anmerkungen 2; Tabellen 2
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1362-1688; 1477-0954
Schlagwörter	Empirische Forschung; Englischunterricht; Fremdsprachenunterricht; Hongkong; Vokabellernen; Empirische Forschung; Primarbereich; Didaktische Grundlageninformation; Fremdsprachenunterricht; Vokabellernen; Englischunterricht; Hongkong
Abstract	This study examined the optimal learning schedule for second language vocabulary within an authentic classroom setting in Hong Kong. Following a pretest, treatment, delayed posttest design, fifty-two primary school students (Cantonese first language) studied 20 English adjectives over two learning episodes under spaced-short (1-day interval) or spaced-long (8-day interval) learning conditions. The spacing of the vocabulary items was manipulated within-participants, and learning was assessed on a multiple-choice posttest, administered following a four-week delay. In contrast to previous laboratory-based findings, the results here indicated superior learning of the items presented under the spaced-short format, suggesting that lag effects might be attenuated by age, learning context and teaching procedure. (Verlag).
Erfasst von	Informationszentrum für Fremdsprachenforschung, Marburg
Update	2022/2