Testing the reminding account of the lag effect in L2 vocabulary learning

Abstract

Research has produced mixed findings regarding the effects of spacing L2 study. In order to know how this potentially very powerful learning tool can be useful, it is important to understand the cognitive mechanisms that drive the effects in L2 learning and how the operation of these mechanisms may be affected by variables relevant for SLA contexts. In this study, I examine the contribution of the dual mechanism of successful effortful retrieval during study to the lag effect in foreign vocabulary learning from L2-L1 retrieval practice. I additionally investigate the effects of feedback study time on the operation of the two cognitive mechanisms under investigation. Native speakers of English studied Finnish vocabulary during L2-L1 retrieval practice in paired-associate learning while their response latencies and accuracy were recorded. Results suggest that: (a) successful effortful retrieval underlies benefits of spacing L2-L1 retrieval practice: even with immediate feedback study, the benefits of effort are conditional on retrieval success; (b) successful retrieval is more beneficial than unsuccessful retrieval, contrary to proposals where this was not directly tested; and (c) imposing longer study time externally has little benefit, unlike what has been previously found with learner-regulated longer study time. Implications for L2 learning and teaching are discussed.

Effects of distributed practice on the acquisition of verb-noun collocations

“…The repetition of the same context perhaps increased the reminding potential for studied collocations. As a result, retrieval practice in the collocation-spaced schedule was not only effortful but also successful, which facilitated retention even more (reminding theory; Benjamin & Tullis, 2010; Koval, 2022).…”

Lag Effects for Foreign Language Vocabulary Learning Through Quizlet

“…Another finding from the training data requires explanation. Current accounts of the lag effect (Koval, 2022;Smith & Scarf, 2017) emphasize that successful retrieval is vocabulary learning through Quizlet. Language Learning & Technology.…”

“…The between-session lag effect has been explained by different theoretical accounts. The reminding account holds that more time between encounters makes retrieval more effortful (Pyc & Rawson, 2009;Koval, 2022). This effort provides desirable difficulty and enhances learning (Bjork, 1994;Suzuki et al, 2019).…”

Spacing Effects in Task Repetition Research

“…Suzuki, 2017;Y. Suzuki & DeKeyser, 2017), and vocabulary (e.g., Koval, 2022;Nakata, 2015;Nakata & Elgort, 2021;Rogers & Cheung, 2020Serrano & Huang, 2018. More recently, research has also begun to examine how spacing interacts with task repetition to influence task performance and L2 development (Bui et al, 2019;Kobayashi, 2022;Y.…”

“…Early interest in spacing effects in SLA can be traced back to work by Lightbown (1998), as well as to well‐known curricular‐level investigations into the effectiveness of intensive language programs (e.g., Lightbown & Spada, 1994; see Serrano, 2012, for a review). Following Bird's (2010) study on spacing effects on L2 grammar learning, there has been a dramatic increase in the number of studies examining the effects of spacing on the learning of grammar (e.g., Kasprowicz et al., 2019; Rogers, 2015; Serfaty & Serrano, 2022; Y. Suzuki, 2017; Y. Suzuki & DeKeyser, 2017), and vocabulary (e.g., Koval, 2022; Nakata, 2015; Nakata & Elgort, 2021; Rogers & Cheung, 2020, 2021; Serrano & Huang, 2018, 2021). More recently, research has also begun to examine how spacing interacts with task repetition to influence task performance and L2 development (Bui et al., 2019; Kobayashi, 2022; Y. Suzuki, 2021; Y. Suzuki et al., 2022; Y. Suzuki & Hanzawa, 2022).…”