The repetition effects on learning formulaic language in form-focused instruction
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Research on vocabulary has confirmed that repeated practice facilitates vocabulary retention. However, while considerable attention has been paid to the effect of spacing schedules, relatively little attempt has been made to find the effect of repetition practices on learning formulaic language with different teaching methods. The present study aimed to examine the effects of repetition practices on learning formulaic language in two different types of form-focused instruction. The forty-eight university students were divided into focus-on-forms and concordance-based instruction groups where they studied 20 phrasal verbs with repetition practices. The results of the study showed that there was a significant repetition effect under both instruction. Interestingly, however, the focus-on-forms instruction outperformed the concordance-based instruction in the initial learning stage. On the other hand, concordance-based instruction showed slightly better learning after each repetition practice than focus-on-forms instruction over time. Pedagogical implications are suggested based on the results.
Abstract
Research on vocabulary has confirmed that repeated practice facilitates vocabulary retention. However, while considerable attention has been paid to the effect of spacing schedules, relatively little attempt has been made to find the effect of repetition practices on learning formulaic language with different teaching methods. The present study aimed to examine the effects of repetition practices on learning formulaic language in two different types of form-focused instruction. The forty-eight university students were divided into focus-on-forms and concordance-based instruction groups where they studied 20 phrasal verbs with repetition practices. The results of the study showed that there was a significant repetition effect under both instruction. Interestingly, however, the focus-on-forms instruction outperformed the concordance-based instruction in the initial learning stage. On the other hand, concordance-based instruction showed slightly better learning after each repetition practice than focus-on-forms instruction over time. Pedagogical implications are suggested based on the results.
참고문헌 (39)
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