Acceso usuarios
Jiaxin Li, Er-Hu Zhang, Haihui Zhang, Hecui Gou, Hong-Wen Cao
Three experiments explored how retrieval practice and corrective feedback affect a third language (L3) vocabulary learning. In the first two experiments, Chinese–English bilinguals without prior French language experience studied English (Second Language, L2)–French (L3) word pairs in repeated studying or retrieval practice without (Experiment 1)/with (Experiment 2) corrective feedback. A final recognition test was administered after a 30-min retention interval. Experiment 3 was identical to Experiment 2 in all respects, except that Chinese (First Language, L1)–French (L3) word pairs were used as study materials. Experiment 1 found that repeated studying led to greater accuracy and faster response time on the final test than retrieval practice without feedback. However, the opposite results were found in Experiment 2: retrieval practice with feedback yielded superior performance compared with repeated studying. The benefit of retrieval practice plus feedback was also found in Experiment 3, while it produced larger gains than Experiment 2. These results demonstrate that retrieval practice plus feedback is a powerful learning strategy, and L1–L3 learning is more effective than L2–L3 learning for L3 vocabulary learning. Our findings support the bifurcation model of the retrieval practice effect.
