This study examined putative benefits of testing and production for learning new languages. Undergraduates (N = 156) were exposed to Turkish spoken dialogues under varying learning conditions (retrieval practice, comprehension, verbal repetition) in a computer-assisted language learning session. Participants completed pre- and posttests of number- and case-marking comprehension, a vocabulary test, and an explicit awareness questionnaire. Controlling for nonverbal ability and pretest scores, the retrieval-practice group performed highest overall. For number/case marking, the comprehension and retrieval-practice groups outperformed the verbal-repetition group, suggesting benefits of either recognition- or recall-based testing. For vocabulary, the verbal-repetition and retrieval-practice groups outperformed the comprehension group, indicating benefits of overt production. Case marking was easier to learn than number marking, suggesting advantages for learning word-final inflections. Explicit awareness correlated with comprehension accuracy, yet some participants demonstrated above-chance comprehension without showing awareness. Findings indicate the value of incorporating both practice tests and overt production in language pedagogy.

中文翻译：

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测试和生产对于学习土耳其语作为新语言的好处

这项研究探讨了测试和生产对于学习新语言的假定好处。本科生（N= 156）在计算机辅助语言学习课程中在不同的学习条件（检索练习、理解、口头重复）下接触土耳其语口语对话。参与者完成了数字和格标记理解能力的前后测试、词汇测试和显性意识调查问卷。在控制非语言能力和预测试分数的情况下，检索练习组的总体表现最高。对于数字/格标记，理解和检索练习组的表现优于口头重复组，这表明基于识别或回忆的测试的好处。对于词汇而言，言语重复组和检索练习组的表现优于理解组，这表明显性生产的好处。大小写标记比数字标记更容易学习，提出学习词尾词形变化的优势。外显意识与理解准确性相关，但一些参与者在没有表现出意识的情况下表现出了超概率的理解。研究结果表明将实践测试和公开生产结合到语言教学中的价值。