Impact of exercise format and repetition on learning verb–noun collocations.
Saved in:
| Title: | Impact of exercise format and repetition on learning verb–noun collocations. |
|---|---|
| Authors: | Ferguson, Peter1 (AUTHOR) ferguson@eco.kindai.ac.jp, Siyanova-Chanturia, Anna2 (AUTHOR), Leeming, Paul1 (AUTHOR) |
| Source: | Language Teaching Research. Sep2024, Vol. 28 Issue 5, p1750-1776. 27p. |
| Subject Terms: | *Exercise physiology, *High school students, *Verbs, *Vocabulary, Terms & phrases |
| Abstract: | A growing number of studies have probed the effectiveness of certain exercise formats in the learning of multi-word expressions (MWEs) in classroom settings. However, a number of important variables, such as MWE retention over an extended period of time and the role of repetition, have so far not been considered. Furthermore, studies have focused primarily on university level learners, with young L2 learners being almost entirely disregarded. The present study sought to address these gaps with 148 high school students who were randomly assigned one of three fill-in-the-gap exercises: (1) word-format, where participants selected the appropriate verb from a list provided; (2) letter-format, where the first-letter of the missing verb was provided as a clue; and (3) phrase-format, where participants chose an appropriate intact phrase from a list. Participants did the exercise once, twice or three times. The study investigated the effects of exercise format and repetition on the learning of 20 verb–noun collocations, one and eight weeks following the treatment. Results from generalized linear mixed-effects modeling showed that both exercise and repetition had significant impact on the learnability of the target MWEs, but the format had a smaller effect size than repetition. Rasch analysis was also used to examine the potential difference in the difficulty of MWEs, and how this difficulty may interact with the exercise format. The findings largely support previous research, but also underline the importance of repetition and suggest that exercise format does not uniformly interact with the learnability of MWEs. [ABSTRACT FROM AUTHOR] |
| Copyright of Language Teaching Research is the property of Sage Publications, Ltd. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
|---|---|
| Header | DbId: ehh DbLabel: Education Research Complete An: 179639204 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: Impact of exercise format and repetition on learning verb–noun collocations. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Ferguson%2C+Peter%22">Ferguson, Peter</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> ferguson@eco.kindai.ac.jp</i><br /><searchLink fieldCode="AR" term="%22Siyanova-Chanturia%2C+Anna%22">Siyanova-Chanturia, Anna</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Leeming%2C+Paul%22">Leeming, Paul</searchLink><relatesTo>1</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Language+Teaching+Research%22">Language Teaching Research</searchLink>. Sep2024, Vol. 28 Issue 5, p1750-1776. 27p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Exercise+physiology%22">Exercise physiology</searchLink><br />*<searchLink fieldCode="DE" term="%22High+school+students%22">High school students</searchLink><br />*<searchLink fieldCode="DE" term="%22Verbs%22">Verbs</searchLink><br />*<searchLink fieldCode="DE" term="%22Vocabulary%22">Vocabulary</searchLink><br /><searchLink fieldCode="DE" term="%22Terms+%26+phrases%22">Terms & phrases</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: A growing number of studies have probed the effectiveness of certain exercise formats in the learning of multi-word expressions (MWEs) in classroom settings. However, a number of important variables, such as MWE retention over an extended period of time and the role of repetition, have so far not been considered. Furthermore, studies have focused primarily on university level learners, with young L2 learners being almost entirely disregarded. The present study sought to address these gaps with 148 high school students who were randomly assigned one of three fill-in-the-gap exercises: (1) word-format, where participants selected the appropriate verb from a list provided; (2) letter-format, where the first-letter of the missing verb was provided as a clue; and (3) phrase-format, where participants chose an appropriate intact phrase from a list. Participants did the exercise once, twice or three times. The study investigated the effects of exercise format and repetition on the learning of 20 verb–noun collocations, one and eight weeks following the treatment. Results from generalized linear mixed-effects modeling showed that both exercise and repetition had significant impact on the learnability of the target MWEs, but the format had a smaller effect size than repetition. Rasch analysis was also used to examine the potential difference in the difficulty of MWEs, and how this difficulty may interact with the exercise format. The findings largely support previous research, but also underline the importance of repetition and suggest that exercise format does not uniformly interact with the learnability of MWEs. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Language Teaching Research is the property of Sage Publications, Ltd. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=179639204 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1177/13621688211038091 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 27 StartPage: 1750 Subjects: – SubjectFull: Exercise physiology Type: general – SubjectFull: High school students Type: general – SubjectFull: Verbs Type: general – SubjectFull: Vocabulary Type: general – SubjectFull: Terms & phrases Type: general Titles: – TitleFull: Impact of exercise format and repetition on learning verb–noun collocations. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Ferguson, Peter – PersonEntity: Name: NameFull: Siyanova-Chanturia, Anna – PersonEntity: Name: NameFull: Leeming, Paul IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 09 Text: Sep2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 13621688 Numbering: – Type: volume Value: 28 – Type: issue Value: 5 Titles: – TitleFull: Language Teaching Research Type: main |
| ResultId | 1 |
