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

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

• Rogers, John The Education University of Hong Kong
• Cheung, Anisa The Education University of Hong Kong

Language Teaching Research, 24(5), 616-641, 2020

Sage Publications Ltd.

2020

• G Curriculum, Teaching & Learning: Specific Disciplines
  • GB English Language
    • GBD Teaching Methods of Reading Comprehension & Their Outcomes, Vocabulary Teaching

Input Spacing Lag Effects Second Language Acquisition Vocabulary Learning Young Learners

• Hong Kong

• 1997.7 onwards

• Primary Education

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. Copyright ©Sage Publications Ltd.

• English

Journal Articles

• 13621688

https://bibliography.lib.eduhk.hk/en/bibs/219baa2f

2021-04-13