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

ABSTRACT 

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.