ESPACE L2: Exploring Spacing Effects in Explicit and Implicit Online Learning of L2 English [Konferenzbericht] Paper presented at the EUROCALL 2022 Conference (30th, Reykjavik, Iceland, Aug 17-19, 2022).

Autor/inn/en	Whyte, Shona; Edmonds, Amanda; Palasis, Katerina; Gerbier, Emilie
Titel	ESPACE L2: Exploring Spacing Effects in Explicit and Implicit Online Learning of L2 English [Konferenzbericht] Paper presented at the EUROCALL 2022 Conference (30th, Reykjavik, Iceland, Aug 17-19, 2022).
Quelle	(2022), (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Whyte, Shona) ORCID (Edmonds, Amanda) ORCID (Palasis, Katerina) ORCID (Gerbier, Emilie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Second Language Learning; Second Language Instruction; Teaching Methods; Learning Processes; Retention (Psychology); Syntax; Incidental Learning; Vocabulary Development; Learning Activities; Linguistic Input; Language Tests; Computer Assisted Instruction; Receptive Language; Expressive Language; Feedback (Response); Test Items; English (Second Language); Program Descriptions; Undergraduate Students; Foreign Countries; France + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Merkfähigkeit; Inzidentelles Lernen; Wortschatzarbeit; Lernaktivität; Sprachbildung; Language test; Sprachtest; Computer based training; Computerunterstützter Unterricht; Rezeptive Kommunikationsfähigkeit; Test content; Testaufgabe; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Frankreich
Abstract	Language researchers and teachers have long been interested in the timing of learning, and the distributed practice effect, whereby greater inter-session intervals result in longer retention, is well-known (Kim & Webb, 2022). Many L2 studies have focused on the intentional learning of lexis (Edmonds, Gerbier, Palasis, & Whyte, 2021), neglecting implicit learning and syntactic development (Rogers, 2021). The present project includes both explicit vocabulary learning activities and incidental exposure to a complex syntactic structure via a bespoke online L2 English learning platform. The goal is to investigate the two types of learning in two spacing conditions. This paper describes (1) the learning activities created to present opportunities for explicit vocabulary learning and the concealed syntactic input, and (2) the tests used to evaluate participants' receptive and productive knowledge of target items. It aims to inform computer assisted language learning design with respect to pedagogical progression, learning activities, feedback, and learning schedules. [For the complete volume, "Intelligent CALL, Granular Systems and Learner Data: Short Papers from EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022)," see ED624779.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01