French vocabulary in<i>Encore Tricolore</i>: do pupils have a chance?

Tschichold, Cornelia

doi:10.1080/09571736.2012.658219

Cited by 15 publications

(5 citation statements)

References 21 publications

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“…Many of the words that had been learned in the textbook are forgotten quickly. For one, textbooks usually don't recycle words very well; that is, if they are introduced in one chapter they are not necessarily used again in subsequent chapters (Tschichold, 2012). In addition, little attention is paid to repeating words at the point of introduction (Nation, 2009;Zimmerman, 2010).…”

Section: Introductionmentioning

confidence: 99%

Spacing techniques in second language vocabulary acquisition: Short-term gains vs. long-term memory

Schuetze

2014

Language Teaching Research

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This article reports the results of two experiments using the spacing technique (Leitner, 1972; Landauer & Bjork, 1978) in second language vocabulary acquisition. In the past, studies in this area have produced mixed results attempting to differentiate between massed, uniform and expanded intervals of spacing (Balota, Duchek, & Logan, 2007). A particular problem has been the point of testing that did not draw a clear line between short-term gains and long-term retention (Roediger & Karpicke, 2010). The experiments presented in this article addressed this issue. In the first experiment, 76 university students enrolled in a Beginning German class learned 24 content and 15 function words during a practice phase with a ‘one plus three’ design followed by three delayed post-tests. Results showed that in regards to short-term gains, the expanded group obtained higher mean scores than the uniform group, whereas in the long-term test it was the other way round. The second experiment used the same methodology with one exception: the practice phase was increased to a ‘one plus four’ design. Results confirmed those of the first experiment; in addition it was shown that function words are particularly difficult to recall for students using the expanded interval.

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Section: Introductionmentioning

confidence: 99%

Spacing techniques in second language vocabulary acquisition: Short-term gains vs. long-term memory

Schuetze

2014

Language Teaching Research

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“…A second reason for using flashcards would be to collect and practice previously encountered words. Without maintenance, declarative knowledge such as FL vocabulary decays quickly (Kim et al, 2013;Ullman & Lovelett, 2018) and many curricula do not adequately recycle vocabulary (Tschichold, 2012). Using digital flashcard software, learners or teachers could cumulatively add new words to sets.…”

Section: Digital Flashcards For Vocabulary Learningmentioning

confidence: 99%

Lag Effects for Foreign Language Vocabulary Learning Through Quizlet

Serfaty¹,

Serrano²

2023

Preprint

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This is an earlier version of a study accepted for publication in Language Learning & Technology. The study was conducted in early 2021 and it was originally part of a thesis, defended in January 2023. Digital flashcard apps allow students to learn and practice foreign language vocabulary independently and efficiently, leaving more classroom time for communicative activities. However, words learned this way may be forgotten. Previous lab studies have shown that vocabulary retrieval practice can be optimized for long-term memory by employing longer intersession intervals, but this lag effect has not been shown in classroom conditions. The present study investigated the optimal gap between two Quizlet sessions for retaining new vocabulary. Secondary-school students (n = 96, mean age = 13.44) learned 16 novel words in an unknown language with either a 1-day or 1-week interval. Their productive and receptive knowledge was tested after 7 or 28 days. Results showed that longer spacing was beneficial for vocabulary retention, contrary to previous findings reported with school-aged learners using other types of training. The effect was small, but significantly larger on receptive tests, suggesting that the lag effect depends upon the kind of knowledge being tested.

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“…Prior to NCELP and in schools not currently drawing heavily on NCELP's resources, paper textbooks, which are non-obligatory and available commercially, are used. These textbooks, and the schools' own schemes of work (i.e., the detailed teaching plans that sequence what is to be taught and when) derived from the textbooks, are arranged in topics (for examples, Harrison, et al, 2016;Hawkes & Lillington, 2016; see also analyses of textbooks by Häcker, 2008 andTschichold, 2012). In these, 'practice' has very often been conceptualized as rehearsing situation-based phrases, operationalized in terms of presenting and practising slot and filler frames.…”

Section: Broad Characteristics Of the Curriculum And Instruction To Datementioning

confidence: 99%

Situating Practice in a Limited-Exposure, Foreign Languages School Curriculum

Marsden¹,

Hawkes²

2023

Practice and Automatization in Second Language Research

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for the publisher's websiteThis chapter describes the design of a language-driven curriculum and how it was informed by some of the theoretical and empirical research on practice. This largescale, state-funded project aimed to situate effective practice within an engaging curriculum for 11-16-year-olds in England with approximately 400-450 hours of instruction over five years in French, German, and Spanish. In Part 1, we describe the foreign language context and outline the curriculum and pedagogy design tasks we undertook. In Part 2, we describe the extent to which we embedded principles of practice into class materials and professional development. We highlight the affordances that research offered our decision-making and acknowledge some challenges faced in working at the interface between research, policy, and practice. In our Concluding Remarks, we expose and discuss in detail some areas in which we found our research knowledge-base to be severely lacking for informing real-world problems of this nature.

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French vocabulary inEncore Tricolore: do pupils have a chance?

Cited by 15 publications

References 21 publications

Spacing techniques in second language vocabulary acquisition: Short-term gains vs. long-term memory

Spacing techniques in second language vocabulary acquisition: Short-term gains vs. long-term memory

Lag Effects for Foreign Language Vocabulary Learning Through Quizlet

Situating Practice in a Limited-Exposure, Foreign Languages School Curriculum

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