Input spacing and the learning of L2 vocabulary in a classroom context. (September 2020)

• Record Type: Journal Article
• Authors: Rogers, John; Cheung, Anisa
• Is Part Of: Language teaching research. Volume 24:Number 5(2020)
• Page Start: 616
• Page End: 641
• Publication Date: 2020-09
• Subjects: Input spacing -- lag effects -- second language acquisition -- vocabulary learning -- young learners; Languages, Modern -- Study and teaching -- Periodicals; English language -- Study and teaching -- Foreign speakers -- Periodicals; 407.1
• DOI: 10.1177/1362168818805251
• Languages: English
• ISSNs: 1362-1688

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.