Mixing Grammar Exercises Facilitates Long‐Term Retention: Effects of Blocking, Interleaving, and Increasing Practice
Mixing Grammar Exercises Facilitates Long‐Term Retention: Effects of Blocking, Interleaving, and Increasing Practice
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混合语法练习有利于长期记忆：分块、交错和增加练习的效果
DOI：
10.1111/modl.12581
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发表时间：
2019
期刊：
影响因子：
--
通讯作者：
SUZUKI YUICHI
中科院分区：
文献类型：
--
作者：
NAKATA TATSUYA;SUZUKI YUICHI
认知心理学研究表明，学习者同时练习多种技能或概念的交错学习比学习者一次只练习一种技能或概念的阻断学习更有利于学习。尽管在许多领域都观察到交错学习相对于阻滞学习的优势，但对交错学习对第二语言学习的影响的关注有限。本研究考察了阻断和交错对二语语法学习的影响。在本研究中，115名日本学习者在阻塞、交错和增加（即先阻塞后交错）三种条件中的一种下学习了5种英语语法结构。学习使用语法判断测试进行测量立即和治疗后1周。虽然交错在训练期间导致错误回答的数量最多，但在延迟一周的后测中，它比阻断更有效。这些结果表明，交错的优势延伸到第二语言语法学习。此外，学习者的先验知识水平可以调节交错的影响。具体来说，与预试分数较高的参与者相比，预试分数较低的参与者从交错中获益更多。从教学的角度来看，研究结果表明，结合交错练习可以提高语法学习。
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 devoted to the effects of interleaving on second language (L2) learning. This study examined the effects of blocking and interleaving on L2 grammar learning. In this study, 115 Japanese learners studied 5 English grammatical structures under 1 of 3 conditions: blocking, interleaving, and increasing (i.e., blocking followed by interleaving). Learning was measured using a grammaticality judgment test administered immediately and 1 week after the treatment. Although interleaving led to the highest number of incorrect responses during training, it was more effective than blocking in the 1‐week delayed posttest. These results indicate that the advantage of interleaving extends to L2 grammar learning. Furthermore, learners’ levels of prior knowledge were found to moderate the effects of interleaving. Specifically, participants with lower pretest scores benefited more from interleaving compared to those with higher pretest scores. Pedagogically, the findings suggest that grammar learning may be enhanced by incorporating interleaved practice.