熟能生巧,但需要多少?再学习在第二语言语法习得中的作用

IF 3.5 1区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Jonathan Serfaty, Raquel Serrano
{"title":"熟能生巧,但需要多少?再学习在第二语言语法习得中的作用","authors":"Jonathan Serfaty,&nbsp;Raquel Serrano","doi":"10.1111/lang.12585","DOIUrl":null,"url":null,"abstract":"<p>This study investigated how much practice is necessary for learners to attain durable second language (L2) grammar knowledge. Using digital flashcards, 119 participants practiced translating 12 sentences into an artificial language, followed by feedback, until they had typed all sentences correctly. Participants repeated this activity in one, two, three, or four relearning sessions on consecutive days. After a 14-day delay, all groups scored highly on a receptive test. However, scores on a productive test were substantially higher for groups with three or four relearning sessions. Accuracy tended to peak on the 3rd day of training. An analysis by individual training performance revealed that participants attained durable productive knowledge if they completed two sessions without errors, regardless of how many sessions they had performed in total. The findings provide a timeframe for processes described in skill retention theory (Kim et al., 2013) and suggest a performance benchmark to indicate when learners have gained procedural L2 grammar knowledge.</p>","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":null,"pages":null},"PeriodicalIF":3.5000,"publicationDate":"2023-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/lang.12585","citationCount":"0","resultStr":"{\"title\":\"Practice Makes Perfect, but How Much Is Necessary? The Role of Relearning in Second Language Grammar Acquisition\",\"authors\":\"Jonathan Serfaty,&nbsp;Raquel Serrano\",\"doi\":\"10.1111/lang.12585\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p>This study investigated how much practice is necessary for learners to attain durable second language (L2) grammar knowledge. Using digital flashcards, 119 participants practiced translating 12 sentences into an artificial language, followed by feedback, until they had typed all sentences correctly. Participants repeated this activity in one, two, three, or four relearning sessions on consecutive days. After a 14-day delay, all groups scored highly on a receptive test. However, scores on a productive test were substantially higher for groups with three or four relearning sessions. Accuracy tended to peak on the 3rd day of training. An analysis by individual training performance revealed that participants attained durable productive knowledge if they completed two sessions without errors, regardless of how many sessions they had performed in total. The findings provide a timeframe for processes described in skill retention theory (Kim et al., 2013) and suggest a performance benchmark to indicate when learners have gained procedural L2 grammar knowledge.</p>\",\"PeriodicalId\":51371,\"journal\":{\"name\":\"Language Learning\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":3.5000,\"publicationDate\":\"2023-05-22\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://onlinelibrary.wiley.com/doi/epdf/10.1111/lang.12585\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Language Learning\",\"FirstCategoryId\":\"98\",\"ListUrlMain\":\"https://onlinelibrary.wiley.com/doi/10.1111/lang.12585\",\"RegionNum\":1,\"RegionCategory\":\"文学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Language Learning","FirstCategoryId":"98","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1111/lang.12585","RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0

摘要

本研究调查了学习者需要进行多少练习才能获得持久的第二语言(L2)语法知识。119 名参与者使用数字闪存卡,练习将 12 个句子翻译成一种人工语言,然后进行反馈,直到他们正确输入所有句子为止。学员们在连续的一天中以一次、两次、三次或四次重新学习的方式重复这一活动。经过 14 天的延迟后,所有小组在接受性测试中的得分都很高。然而,进行了三次或四次再学习的小组在生产性测试中的得分要高得多。准确率往往在训练的第三天达到顶峰。按个人训练成绩进行的分析表明,无论学员总共进行了多少次训练,只要他们在完成两次训练后没有出现错误,就能获得持久的生产性知识。这些研究结果为技能保持理论(Kim 等人,2013 年)中描述的过程提供了一个时间框架,并提出了一个成绩基准,以表明学习者何时获得了程序性 L2 语法知识。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

Practice Makes Perfect, but How Much Is Necessary? The Role of Relearning in Second Language Grammar Acquisition

Practice Makes Perfect, but How Much Is Necessary? The Role of Relearning in Second Language Grammar Acquisition

This study investigated how much practice is necessary for learners to attain durable second language (L2) grammar knowledge. Using digital flashcards, 119 participants practiced translating 12 sentences into an artificial language, followed by feedback, until they had typed all sentences correctly. Participants repeated this activity in one, two, three, or four relearning sessions on consecutive days. After a 14-day delay, all groups scored highly on a receptive test. However, scores on a productive test were substantially higher for groups with three or four relearning sessions. Accuracy tended to peak on the 3rd day of training. An analysis by individual training performance revealed that participants attained durable productive knowledge if they completed two sessions without errors, regardless of how many sessions they had performed in total. The findings provide a timeframe for processes described in skill retention theory (Kim et al., 2013) and suggest a performance benchmark to indicate when learners have gained procedural L2 grammar knowledge.

求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
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.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信