Dynamic Interplay between Practice Type and Practice Schedule in a Second Language: The Potential and Limits of Skill Transfer and Practice Schedule

Autor/inn/en	Suzuki, Yuichi; Sunada, Midori
Titel	Dynamic Interplay between Practice Type and Practice Schedule in a Second Language: The Potential and Limits of Skill Transfer and Practice Schedule
Quelle	In: Studies in Second Language Acquisition, 42 (2020) 1, S.169-197 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Suzuki, Yuichi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-2631
Schlagwörter	Language Processing; English (Second Language); Second Language Learning; Second Language Instruction; Transfer of Training; Correlation; Syntax; Accuracy; Skill Development; Prior Learning; Receptive Language; Comparative Analysis; Linguistic Input + Suchen Sie Ihr Suchwort? Sprachverarbeitung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Training; Transfer; Ausbildung; Korrelation; Kompetenzentwicklung; Qualifikationsentwicklung; Vorkenntnisse; Rezeptive Kommunikationsfähigkeit; Sprachbildung
Abstract	To investigate the skill transfer and the effects of practice schedules in the learning of second language syntax, 129 intermediate-level English learners were divided into six groups, based on practice format (input vs. output practice) and practice schedule (blocked vs. interleaved vs. hybrid [blocked + interleaved]). Analyses revealed that the learners tested on the skill they had practiced outperformed those who were tested on the nonpracticed skill. This pattern was particularly pronounced in comprehension processing speed and production accuracy. Moreover, hybrid practice facilitated skill development more than blocked or interleaved practice alone. Furthermore, a dynamic interplay was detected among practice format, schedule, and learners' prior knowledge. Hybrid practice led to the least transfer from receptive skills (gained through input practice) to productive skills. Unlike interleaved practice effects, the effects of blocked practice on comprehension speed were more susceptible to learners' prior processing speed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01