Literaturnachweis - Detailanzeige
Autor/inn/en | Rogers, John; Cheung, Anisa |
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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) |
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 |