Input Spacing in Second Language Classroom Settings: Replications of Bird (2010) and Serrano (2011)

Autor/in	Rogers, John
Titel	Input Spacing in Second Language Classroom Settings: Replications of Bird (2010) and Serrano (2011)
Quelle	In: Language Teaching, 54 (2021) 3, S.424-433 (10 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rogers, John)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-4448
DOI	10.1017/S0261444820000439
Schlagwörter	Linguistic Input; Authentic Learning; Second Language Learning; Second Language Instruction; Reliability; Generalization; Educational Benefits; Validity; Classroom Research; Learning Processes + Suchen Sie Ihr Suchwort? Sprachbildung; Zweitsprachenerwerb; Fremdsprachenunterricht; Reliabilität; Bildungsertrag; Gültigkeit; Learning process; Lernprozess
Abstract	This paper proposes the replication of Bird's (2010) and Serrano's (2011) studies, which examined distribution of practice effects in second language acquisition (SLA). These studies, which took place in authentic classroom contexts, produced conflicting results regarding the degree to which the learning of a second language (L2) benefited from distributed instruction. In the first part of the paper, I discuss the distribution of practice research in the learning and teaching of L2s. I then describe Bird's (2010) and Serrano's (2011) work, and highlight the strengths and limitations of the approaches of these studies. Finally, a number of approaches to approximate replications are suggested for each study in order to assess the reliability, internal validity, and generalizability of the original findings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01