Language and Linguistics Seminar Series: Week 9 with Dr Rowena Kasporwicz, University of Reading

"How much practice and how often? Exploring distribution of practice effects for L2 grammar learning in the primary school classroom"

  • Thu 29 Nov 18

    12:00 - 14:00

  • Colchester Campus


  • Event speaker

    Dr Rowena Kasporwicz, University of Reading

  • Event type

    Lectures, talks and seminars
    Language and Linguistics Seminar Series

  • Event organiser

    Language and Linguistics, Department of

  • Contact details

This week we are joined by Dr Rowena Kasporwicz, University of Reading, to talk about her recent research.

12-1pm Dr Kasporwicz will take to the stage to deliver her talk, followed by a lunch provided by Language and Linguistics from 1pm-2pm.

We look forward to seeing you there: this event is open to all students and staff! 



Within limited-input language classrooms, understanding the effect of distribution of practice (spacing between practice sessions) on learning is critical.

Previous studies conducted with adult learners have yielded mixed results, with some revealing advantages for longer spacing (Bird, 2010; Rogers, 2015), whereas others for shorter spacing between sessions (Suzuki, 2017). Refining this agenda, Suzuki and DeKeyser (2017) found language analytic ability was related to performance following distributed practice. Yet, the role of practice distribution in L2 grammar learning by young learners remains unclear.

In this talk, I will present a recent classroom-based experimental study, which investigated whether distribution of practice and language analytic ability moderated the effectiveness of explicit, input-based grammar instruction for young L1 English learners (aged 8 to 11) of L2 French.

I will demonstrate that, within our ecologically valid classroom context, individual learner differences were the more critical factor moderating successful learning under both shorter and longer practice schedules, and will discuss the importance of considering such differences in the development of instructional resources.

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