Does Interleaved Practice Enhance Foreign Language Learning? The Effects of Training Schedule on Spanish Verb Conjugation Skills

Autor/inn/en	Pan, Steven C.; Tajran, Jahan; Lovelett, Jarrett; Osuna, Jessica; Rickard, Timothy C.
Titel	Does Interleaved Practice Enhance Foreign Language Learning? The Effects of Training Schedule on Spanish Verb Conjugation Skills
Quelle	In: Journal of Educational Psychology, 111 (2019) 7, S.1172-1188 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pan, Steven C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000336
Schlagwörter	Second Language Learning; Spanish; Verbs; Form Classes (Languages); Grammar; Learning Strategies; College Students; Outcomes of Education; Retention (Psychology); Training; Educational Experiments; Morphemes; California + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Spanisch; Analytischer Sprachbau; Grammatik; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Collegestudent; Lernleistung; Schulerfolg; Merkfähigkeit; Ausbildung; Schulversuch; Morphem; Kalifornien
Abstract	Do the cognitive benefits of "interleaving"--the method of alternating between two or more skills or concepts during training--extend to foreign language learning? In four experiments, we investigated the efficacy of interleaved versus conventional blocked practice for teaching adult learners to conjugate Spanish verbs in the "preterite" and "imperfect" past tenses. In the first two experiments, training occurred during a single session and interleaving between tenses began during the presentation of introductory content (Experiment 1) or during randomly ordered verb conjugation practice trials at the end of the training session (Experiment 2). This yielded, respectively, numerically higher performance in the blocked group and equivalent performance in the interleaved and blocked groups on a 2-day delayed test. In Experiments 3 and 4, the amount of training was increased across 2 weekly sessions in which the blocked group trained on 1 tense per session and the interleaved group trained on both tenses per session, with random interleaving occurring during verb conjugation practice trials. Interleaving yielded substantially better performance on a 1-week delayed test. Thus, although interleaving did not confer an advantage over blocking under 2 different single-session training schedules, it improved learning when used to practice conjugating verbs across multiple training sessions. These results constitute the first demonstration of an interleaving effect for foreign language learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01