SECOND LANGUAGE VOCABULARY ACQUISITION UNDER TWO DIFFERENT TYPES OF INSTRUCTION: THE EFFECTS OF CONCENTRATED AND DISTRIBUTED INTRODUCTION IN IMMEDIATE AND DELAYED RETENTION
Keywords:
time distribution, L2 vocabulary instruction, language learning, extensive teaching, intensive teaching, delayed retentionAbstract
This paper analyses the performance of university students enrolled in two different types of EFL programs, and with different time distribution. The first program (program A) offered six hours per week over two months, and it was classified as intensive or massed. The second program (program B) offered two hours per week during a period of six months, and it was classified as extensive or distributed. Acquisition was tested at two moments: just after instruction had finished and three months later. It was observed that massed introduction of vocabulary had better results than distributed introduction immediately after instruction. However, students enrolled in the extensive program could retain more vocabulary three months later.
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