NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 6 results Save | Export
Mixing Grammar Exercises Facilitates Long-Term Retention: Effects of Blocking, Interleaving, and Increasing Practice
Peer reviewed Peer reviewed
Direct linkDirect link
Nakata, Tatsuya; Suzuki, Yuichi – Modern Language Journal, 2019
Cognitive psychology research has shown that interleaving, wherein learners practice multiple skills or concepts at once, facilitates learning more than does blocking, wherein learners practice only one skill or concept at a time. Despite the advantage of interleaving over blocking observed across a number of domains, limited attention has been…
Descriptors: Grammar, Second Language Learning, Second Language Instruction, Language Tests
Investigating Distribution of Practice Effects for the Learning of Foreign Language Verb Morphology in the Young Learner Classroom
Peer reviewed Peer reviewed
Direct linkDirect link
Kasprowicz, Rowena E.; Marsden, Emma; Sephton, Nick – Modern Language Journal, 2019
Within limited-input language classrooms, understanding the effect of distribution of practice (spacing between practice) on learning is critical, yet evidence is conflicting and of limited relevance for young learners. For second language (L2) grammar learning, some studies reveal advantages for spacing of 7 days or more, but others for shorter…
Descriptors: Verbs, Morphology (Languages), Second Language Learning, Second Language Instruction
The Sociocognitive Imperative of L2 Pedagogy
Peer reviewed Peer reviewed
Direct linkDirect link
Toth, Paul D.; Davin, Kristin J. – Modern Language Journal, 2016
As a new century begins for "The Modern Language Journal," we argue that highly effective pedagogy requires viewing language and language learning as both cognitive and social phenomena, and that teachers who seek to truly understand the nature of their responsibilities do not have the luxury of choosing one perspective over the other.…
Descriptors: Second Language Learning, Teaching Methods, Instructional Effectiveness, Decision Making
The Effects of Amount and Type of Exposure on Adult Learners' L2 Development in SLA.
Peer reviewed Peer reviewed
Leow, Ronald P. – Modern Language Journal, 1998
A study investigated, within a cognitive attentional framework, whether amount (single/multiple) and type (teacher-centered/learner-centered) of exposure to the same morphological information had positive effects on first-semester adult learners' second language development of morphological forms, and whether there is any differential performance…
Descriptors: Adult Learning, Adult Students, Classroom Techniques, Instructional Effectiveness
Classroom Learning, Teaching, and Research: A Task-Based Perspective
Peer reviewed Peer reviewed
Direct linkDirect link
Pica, Teresa – Modern Language Journal, 2005
In an increasing number of second language (L2) classrooms, teachers and researchers are taking on new roles and responsibilities. From these new perspectives, they are developing similar concerns about L2 learning processes, which they typically express in ways that reflect their different backgrounds and goals. To support learning, teaching, and…
Descriptors: Researchers, Research Methodology, Learning Processes, English (Second Language)
Input Processing and Second Language Acquisition: A Role for Instruction.
Peer reviewed Peer reviewed
Vanpatten, Bill; Cadierno, Teresa – Modern Language Journal, 1993
A study among college students investigated the effects on the developing knowledge system of the second-language learner of two different types of instruction: instruction as manipulation of output, and as structured or focused input processing. Results support the input-processing perspective and the salience of the role of input. (43…
Descriptors: Classroom Techniques, College Students, Comparative Analysis, Higher Education