장기간에 걸친 분산 학습이 L2 연어학습에 미치는 영향

Abstract

This study aimed to investigate the effects of spaced retrieval on acquisition of L2 collocations. Ten Korean undergraduate students were asked to learn collocations in either massed or spaced group for 4 weeks. Each group was divided into 4 different conditions by the language combination of study and practice (L1L1, L2L1, L1L2, and L2L2). The results showed no significant differences between the two groups in the immediate posttest. However, the delayed posttest administered one month later revealed that the collocations were better retained in the spaced group than the massed group. Due to the temporal gap between the practices, the learners may have forced to pay more attention to the form and meaning of the target collocations, which led to better learning outcomes. Also, the greatest memory decay was found when L1 was used in both study and practice (L1L1). These results suggest that retrieval practices that require more effortful processing produce better long-term learning.