Abstract
In this presentation I will examine the effects of concentrated vs. spaced practice schedules on foreign language learning. Although research in cognitive psychology suggests that, in general, spacing learning sessions over longer periods of time is more beneficial for long-term learning than concentrating them in an intensive fashion, the results regarding L2 acquisition are not always in line with this finding. Several authors in the second language acquisition (SLA) literature have suggested that longer spacing might not be universally more advantageous, and that there might be some types of knowledge or some types of learners that might benefit from more concentrated/intensive schedules (Li & DeKeyser, 2019 ; Serfaty & Serrano, 2022 ; Serrano, 2012 ; Suzuki et al., 2019). In this talk, I will present findings from my own research as well as other SLA researchers to try to understand better what the optimal practice schedule could be for different L2 learners and for different L2 areas.
References
Li, M., & Dekeyser, R. M. (2019). Distribution of practice effects in the acquisition and retention of L2 Mandarin tonal word production. The Modern Language Journal, 103(3), 607–628. https://doi.org/10.1111/modl.12580
Serfaty, J. & Serrano, R. (2022). Lag effects in grammar learning : A desirable difficulties perspective. Applied Psycholinguistics, 43(3), 513-550. https://doi.org/10.1017/S0142716421000631
Serrano, R. (2012). Is intensive learning effective ? In C. Muñoz (Ed.), Intensive exposure experiences in second language learning (pp. 3-22). Multilingual Matters.
Suzuki, Y., Nakata, T., & DeKeyser, R. M. (2019). The desirable difficulty framework as a theoretical foundation for optimizing and r esearching second language practice. Modern Language Journal, 103(3), 713-720. https://doi.org/10.1111/modl.12585