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.616-641 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rogers, John)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-1688
DOI	10.1177/1362168818805251
Schlagwörter	Linguistic Input; Second Language Learning; Second Language Instruction; Teaching Methods; Foreign Countries; Vocabulary Development; Pretests Posttests; Elementary School Students; Sino Tibetan Languages; English (Second Language); Form Classes (Languages); Multiple Choice Tests; Language Tests; Age Differences; Context Effect; Native Language; Instructional Effectiveness; Hong Kong + Suchen Sie Ihr Suchwort? Sprachbildung; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Wortschatzarbeit; English as second language; English; Second Language; Englisch als Zweitsprache; Analytischer Sprachbau; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Language test; Sprachtest; Age; Difference; Age difference; Altersunterschied; Unterrichtserfolg; 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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01