The Effects of Practice Schedules on L2 Grammar Development
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Comprehensive research in cognitive psychology has demonstrated that interleaving (practicing multiple concepts or skills simultaneously) is more effective than blocking (practicing a single concept or skill at a time) across various domains of learning, yet little attention has been paid to this area of research in second language acquisition. Focusing on the schedule (or sequence) of practice in second language grammar instruction, the present study investigated the effects of blocking and interleaving on L2 grammar development. The study was conducted in three intact intermediate-level EFL classrooms: One served as control group; two classes practiced four English grammatical structures either in blocked-practice or interleaved-practice condition. Two types of measures, grammaticality judgment and sentence writing tests, were employed as pre-, post-, and delayed post-test to assess development of target grammar knowledge. The results showed that interleaved-practice group outperformed blocked-practice group in both the immediate and one-week delayed post-tests although the advantage of interleaving was observed more obviously in the grammaticality judgment test. Pedagogically, the findings of the study suggest that there are some factors to consider when incorporating interleaved practice in L2 grammar instruction in order to attain successful outcomes.
Abstract
Comprehensive research in cognitive psychology has demonstrated that interleaving (practicing multiple concepts or skills simultaneously) is more effective than blocking (practicing a single concept or skill at a time) across various domains of learning, yet little attention has been paid to this area of research in second language acquisition. Focusing on the schedule (or sequence) of practice in second language grammar instruction, the present study investigated the effects of blocking and interleaving on L2 grammar development. The study was conducted in three intact intermediate-level EFL classrooms: One served as control group; two classes practiced four English grammatical structures either in blocked-practice or interleaved-practice condition. Two types of measures, grammaticality judgment and sentence writing tests, were employed as pre-, post-, and delayed post-test to assess development of target grammar knowledge. The results showed that interleaved-practice group outperformed blocked-practice group in both the immediate and one-week delayed post-tests although the advantage of interleaving was observed more obviously in the grammaticality judgment test. Pedagogically, the findings of the study suggest that there are some factors to consider when incorporating interleaved practice in L2 grammar instruction in order to attain successful outcomes.
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