The Role of Working Memory in Blocked and Interleaved Grammar Practice: Proceduralization of L2 Syntax

Autor/inn/en	Suzuki, Yuichi; Yokosawa, Satoko; Aline, David
Titel	The Role of Working Memory in Blocked and Interleaved Grammar Practice: Proceduralization of L2 Syntax
Quelle	In: Language Teaching Research, 26 (2022) 4, S.671-695 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Suzuki, Yuichi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-1688
DOI	10.1177/1362168820913985
Schlagwörter	Role; Short Term Memory; Second Language Learning; Second Language Instruction; Pretests Posttests; Teaching Methods; Syntax; English (Second Language); Phrase Structure; Grammar; Accuracy; Pictorial Stimuli; Language Tests; Listening Comprehension Tests; Task Analysis; Language Skills; Skill Development; Comparative Analysis; Undergraduate Students; Instructional Materials; Foreign Countries; Form Classes (Languages); Instructional Effectiveness; Japan + Suchen Sie Ihr Suchwort? Rollen; Kurzzeitgedächtnis; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Phrasenstruktur; Grammatik; Fantasieanregung; Language test; Sprachtest; Hörverstehensübung; Aufgabenanalyse; Language skill; Sprachkompetenz; Kompetenzentwicklung; Qualifikationsentwicklung; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Ausland; Analytischer Sprachbau; Unterrichtserfolg
Abstract	Prior research showed that interleaved practice (studying multiple skills at once) is more effective than blocked practice (studying only one skill at a time). This study aims to replicate the benefits of interleaved practice on the proceduralization of second language (L2) syntax and further examines the role of working memory (WM) in different practice schedules. Sixty English learners studied five types of relative-clause constructions under either blocked- or interleaved-practice conditions. The blocked-practice group engaged in systematic form-focused speaking practice with exemplars blocked by syntactic category, while the interleaved-practice group received mixed exemplars from the different categories. The proceduralization of grammatical knowledge was measured by analysing the accuracy and speed indices from a picture description test, which was administered immediately and one week after the training session. Learners' WM capacity was measured using a listening-span task. Results showed that interleaved practice led to more accurate performance on both immediate and delayed posttests than blocked practice. The advantage of interleaved practice was less pronounced for the speed dimension of performance. Furthermore, interleaved practice facilitated skill development regardless of learners' WM capacity, whereas in the blocked-practice condition, learners with higher WM capacity benefited more than those with lower WM capacity in speeding up of relative clause use, which presumably reflects the proceduralization--automatization stage. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01