Benefits of Testing and Production for Learning Turkish As a New Language

IF 3.5 1区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Maya C. Rose, Patricia J. Brooks, Arshia K. Lodhi, Angela Cortez
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引用次数: 0

Abstract

This study examined putative benefits of testing and production for learning new languages. Undergraduates (N = 156) were exposed to Turkish spoken dialogues under varying learning conditions (retrieval practice, comprehension, verbal repetition) in a computer-assisted language learning session. Participants completed pre- and posttests of number- and case-marking comprehension, a vocabulary test, and an explicit awareness questionnaire. Controlling for nonverbal ability and pretest scores, the retrieval-practice group performed highest overall. For number/case marking, the comprehension and retrieval-practice groups outperformed the verbal-repetition group, suggesting benefits of either recognition- or recall-based testing. For vocabulary, the verbal-repetition and retrieval-practice groups outperformed the comprehension group, indicating benefits of overt production. Case marking was easier to learn than number marking, suggesting advantages for learning word-final inflections. Explicit awareness correlated with comprehension accuracy, yet some participants demonstrated above-chance comprehension without showing awareness. Findings indicate the value of incorporating both practice tests and overt production in language pedagogy.

测试和制作对学习土耳其语这门新语言的好处
本研究探讨了测试和制作对学习新语言的益处。在计算机辅助语言学习课程中,大学生(156 人)在不同的学习条件(检索练习、理解、口头重复)下学习土耳其口语对话。参加者完成了数字和案例标记理解、词汇测试和显性意识问卷的前后测试。在不考虑非语言能力和前测分数的情况下,检索练习组的总成绩最高。在数字/例数标记方面,理解组和检索练习组的成绩优于口头复述组,这表明基于识别或回忆的测试都有好处。在词汇方面,口头复述组和检索练习组的成绩优于理解组,这表明公开制作的好处。大小写标记比数字标记更容易学习,这表明学习词尾转折有优势。显性意识与理解的准确性相关,但有些学员在没有显性意识的情况下也表现出了超常的理解能力。研究结果表明,在语言教学法中结合练习测试和公开制作是有价值的。
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来源期刊
Language Learning
Language Learning Multiple-
CiteScore
9.10
自引率
15.90%
发文量
65
期刊介绍: Language Learning is a scientific journal dedicated to the understanding of language learning broadly defined. It publishes research articles that systematically apply methods of inquiry from disciplines including psychology, linguistics, cognitive science, educational inquiry, neuroscience, ethnography, sociolinguistics, sociology, and anthropology. It is concerned with fundamental theoretical issues in language learning such as child, second, and foreign language acquisition, language education, bilingualism, literacy, language representation in mind and brain, culture, cognition, pragmatics, and intergroup relations. A subscription includes one or two annual supplements, alternating among a volume from the Language Learning Cognitive Neuroscience Series, the Currents in Language Learning Series or the Language Learning Special Issue Series.
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