ABSTRACT

The present study explores the effects of distributed practice by extending this area of research to L2 learning from audiovisual input. A total of 96 L1 Russian elementary to advanced learners of English watched five episodes of captioned TV series under three viewing distribution conditions: longer spacing of viewing once per week; shorter spacing of viewing once per day; and massed binge-watching of viewing all the episodes in one session. The participants’ knowledge of 25 target multi-word units was tested via the Vocabulary Knowledge Test before and after the intervention. The analyses considered learners’ viewing conditions, proficiency level and feeling of learning as factors. The results indicated that the participants significantly improved their knowledge of the target multi-word units regardless of their viewing condition, but there was a benefit of longer spacing compared to the other two groups. Although binge-watching is an enjoyable everyday activity for many viewers, it might be advisable for L2 learners to space their viewing sessions to achieve better outcomes.

摘要

本研究通过将该研究领域扩展到视听输入的第二语言学习来探索分布式实践的影响。总共 96 名俄语初级到高级英语学习者在三种观看分布条件下观看了五集带字幕的电视剧：每周一次较长的观看间隔；每天观看一次的间隔较短；以及在一次观看所有剧集的集中狂看。通过干预前后的词汇知识测试来测试参与者对 25 个目标多词单元的知识。分析考虑了学习者的观看条件、熟练程度和学习感受等因素。结果表明，无论观看条件如何，参与者都显着提高了对目标多词单元的了解，但与其他两组相比，间距更长有一个好处。虽然狂看对许多观众来说是一项令人愉快的日常活动，但对于第二语言学习者来说，最好间隔观看时间以获得更好的结果。