Lag effects in grammar learning: A desirable difficulties perspective

This paper examined lag effects in the learning of second language (L2) grammar. Moreover, following the Desirable Difficulty Framework for L2 practice, the present study investigated whether lag effects could be explained by other sources of difficulty. Using digital flashcards, 117 English languag...

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Detalhes bibliográficos
Autores: Serfaty, Jonathan, Serrano Serrano, Raquel
Formato: artículo
Estado:Versión publicada
Fecha de publicación:2022
País:España
Recursos:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
Repositorio:Recercat. Dipósit de la Recerca de Catalunya
OAI Identifier:oai:recercat.cat:2445/216425
Acesso em linha:https://hdl.handle.net/2445/216425
Access Level:acceso abierto
Palavra-chave:Gramàtica
Adquisició d'una segona llengua
Grammar
Second language acquisition
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spelling Lag effects in grammar learning: A desirable difficulties perspectiveSerfaty, JonathanSerrano Serrano, RaquelGramàticaAdquisició d'una segona llenguaGrammarSecond language acquisitionThis paper examined lag effects in the learning of second language (L2) grammar. Moreover, following the Desirable Difficulty Framework for L2 practice, the present study investigated whether lag effects could be explained by other sources of difficulty. Using digital flashcards, 117 English language learners (aged 10–18) learned two grammatical structures over two different sessions at a 1-day or 7-day intersession interval (ISI). Learners’ performance was analyzed at two retention intervals (RIs) of 7 and 28 days, respectively. Linguistic difficulty was compared by examining two different structures, while learner-related difficulty was analyzed by comparing learners who differed in terms of age, proficiency, and time required to complete the training. Results showed no main effect of ISI, a main effect of RI, and a small but significant ISI × RI interaction. Linguistic difficulty and age did not interact with ISI or RI. However, longer lags led to significantly higher scores for faster learners and learners of higher proficiency, while shorter lags promoted significantly higher scores for slower learners and learners of lower proficiency. The findings provide some support for the Desirable Difficulty Framework in its potential to explain L2 lag effects.Cambridge University Press (CUP)2024202420222024info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersion38 p.application/pdfapplication/pdfhttps://hdl.handle.net/2445/216425Articles publicats en revistes (Llengües i Literatures Modernes i Estudis Anglesos)reponame:Recercat. Dipósit de la Recerca de Catalunyainstname:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)InglésReproducció del document publicat a: https://doi.org/10.1017/S0142716421000631Applied Psycholinguistics, 2022, vol. 43, num.3, p. 513-550https://doi.org/10.1017/S0142716421000631cc by (c) Serfaty, Jonathan et al., 2022http://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/openAccessoai:recercat.cat:2445/2164252026-05-29T05:05:01Z
dc.title.none.fl_str_mv Lag effects in grammar learning: A desirable difficulties perspective
title Lag effects in grammar learning: A desirable difficulties perspective
spellingShingle Lag effects in grammar learning: A desirable difficulties perspective
Serfaty, Jonathan
Gramàtica
Adquisició d'una segona llengua
Grammar
Second language acquisition
title_short Lag effects in grammar learning: A desirable difficulties perspective
title_full Lag effects in grammar learning: A desirable difficulties perspective
title_fullStr Lag effects in grammar learning: A desirable difficulties perspective
title_full_unstemmed Lag effects in grammar learning: A desirable difficulties perspective
title_sort Lag effects in grammar learning: A desirable difficulties perspective
dc.creator.none.fl_str_mv Serfaty, Jonathan
Serrano Serrano, Raquel
author Serfaty, Jonathan
author_facet Serfaty, Jonathan
Serrano Serrano, Raquel
author_role author
author2 Serrano Serrano, Raquel
author2_role author
dc.subject.none.fl_str_mv Gramàtica
Adquisició d'una segona llengua
Grammar
Second language acquisition
topic Gramàtica
Adquisició d'una segona llengua
Grammar
Second language acquisition
description This paper examined lag effects in the learning of second language (L2) grammar. Moreover, following the Desirable Difficulty Framework for L2 practice, the present study investigated whether lag effects could be explained by other sources of difficulty. Using digital flashcards, 117 English language learners (aged 10–18) learned two grammatical structures over two different sessions at a 1-day or 7-day intersession interval (ISI). Learners’ performance was analyzed at two retention intervals (RIs) of 7 and 28 days, respectively. Linguistic difficulty was compared by examining two different structures, while learner-related difficulty was analyzed by comparing learners who differed in terms of age, proficiency, and time required to complete the training. Results showed no main effect of ISI, a main effect of RI, and a small but significant ISI × RI interaction. Linguistic difficulty and age did not interact with ISI or RI. However, longer lags led to significantly higher scores for faster learners and learners of higher proficiency, while shorter lags promoted significantly higher scores for slower learners and learners of lower proficiency. The findings provide some support for the Desirable Difficulty Framework in its potential to explain L2 lag effects.
publishDate 2022
dc.date.none.fl_str_mv 2022
2024
2024
2024
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv https://hdl.handle.net/2445/216425
url https://hdl.handle.net/2445/216425
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv Reproducció del document publicat a: https://doi.org/10.1017/S0142716421000631
Applied Psycholinguistics, 2022, vol. 43, num.3, p. 513-550
https://doi.org/10.1017/S0142716421000631
dc.rights.none.fl_str_mv cc by (c) Serfaty, Jonathan et al., 2022
http://creativecommons.org/licenses/by/4.0/
info:eu-repo/semantics/openAccess
rights_invalid_str_mv cc by (c) Serfaty, Jonathan et al., 2022
http://creativecommons.org/licenses/by/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv 38 p.
application/pdf
application/pdf
dc.publisher.none.fl_str_mv Cambridge University Press (CUP)
publisher.none.fl_str_mv Cambridge University Press (CUP)
dc.source.none.fl_str_mv Articles publicats en revistes (Llengües i Literatures Modernes i Estudis Anglesos)
reponame:Recercat. Dipósit de la Recerca de Catalunya
instname:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
instname_str Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
reponame_str Recercat. Dipósit de la Recerca de Catalunya
collection Recercat. Dipósit de la Recerca de Catalunya
repository.name.fl_str_mv
repository.mail.fl_str_mv
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score 15,812429

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