Abstract

This study investigated the effects of equal spacing, expanding spacing, and massed condition on L2 receptive and productive vocabulary retrieval. The participants were 63 pre-intermediate FL learners randomly divided into one control and two experimental groups. Initially, a teacher-made Vocabulary Knowledge Scale (VKS) was used to select 20 unknown word pairs (each word accompanied by a synonym). The 20 target word pairs were later divided into two A and B 10-item sets. During the treatment, the target items were studied under an equally spaced condition (2-2-2), an expanding spaced condition (0-1-5), and the no-spacing or massed condition (0-0-0). At the end of the experiment, the same VKS was used as a post-test to check the effects of the treatments. The results indicated that introducing spacing had
enhanced both receptive and productive vocabulary learning with equally spaced schedule being the superior condition.

Published in: Canada International Conference on Education, 2017

  • Date of Conference: 26-29 June, 2017
  • DOI: 10.2053/CICE.2017.0169
  • Electronic ISBN: 978-1-908320-83-4
  • Conference Location: University of Toronto Mississauga, Canada