The Time Factor in EFL Classroom Practice

Language Learning

Volumn 61, Issue 1, 2011, Pages 117-145

  Serrano, Raquel ^a  

^a UNIVERSITY OF BARCELONA   (Spain)

Author keywords

EFL classroom practice; English as a second language instruction; Intensive language courses; Time distribution

Indexed keywords

EID: 79551622673     PISSN: 00238333     EISSN: 14679922     Source Type: Journal    
DOI: 10.1111/j.1467-9922.2010.00591.x     Document Type: Article

References (69)

1. Anderson, J. R. (1980). Cognitive psychology and its implications. San Francisco Freeman.
2. Anderson, J. R. (1993). Rules of the mind. Hillsdale, NJ Erlbaum.
3. Anderson, J. R. (2000). Learning and memory (2nd ed.). New York Wiley.
4. Anderson, J. R., Bothell, D., Byrne, M. D., Douglas, S., Lebiere, C., & Qin, Y. (2004). An integrated theory of the mind. Psychological Review, 111, 1036-1060.
5. Baddeley, A. (1990). Human memory: Theory and practice. Needham Heights, MA Allyn & Bacon.
6. Bahrick H. P., & Phelps, E. (1987). Retention of Spanish vocabulary over 8 years. Journal of Experimental Psychology: Learning, Memory, and Cognition, 13, 344-349.
7. Braun, K., & Rubin, D. C. (1998). The spacing effect depends on an encoding deficit, retrieval and time in working memory: Evidence from once-presented words. Memory, 6, 37-65.
8. Carroll, J. B. (1967). Foreign language proficiency levels attained by language majors near graduation from college. Foreign Language Annals, 1, 131-151.
9. Challis, B. H. (1993). Spacing effects on cued-memory tests depend on level of processing. Journal of Experimental Psychology, Learning, Memory, and Cognition, 19, 389-396.
10. Collins, L., Halter, R. H., Lightbown, P. M., & Spada, N. (1999). Time and the distribution of time in L2 instruction. TESOL Quarterly, 33, 655-680.
11. Council of Europe (2001). Common European Framework of Reference for Languages. Cambridge Cambridge University Press.
12. Cuddy, L. J., & Jacoby, L. L. (1982). When forgetting helps memory: An analysis of repetition effects. Journal of Verbal Learning and Verbal Behavior, 21, 451-457.
13. DeKeyser, R. M. (1997). Beyond explicit rule learning: Automatizing second language morphosyntax. Studies in Second Language Acquisition, 19, 195-221.
14. DeKeyser, R. M. (2001). Automaticity and automatization. In P. Robinson (Ed.), Cognition and second language instruction (pp. 125-151). Cambridge Cambridge University Press.
15. DeKeyser, R. M. (2007a). Skill acquisition theory. In B. VanPatten & J. Williams (Eds.), Theories in second language acquisition: An introduction (pp. 97-113). Mahwah, NJ Erlbaum.
16. DeKeyser, R. M. (2007b). Study abroad as foreign language practice. In R. M. DeKeyser (Ed.), Practice in a second language: Perspectives from applied linguistics and cognitive psychology (pp. 208-226). Cambridge Cambridge University Press.
17. DeKeyser, R. M. (2009). Cognitive-psychological processes in second language learning. In M. Long & C. Doughty (Eds.), Handbook of second language teaching (pp. 119-138). Oxford Blackwell.
18. DeKeyser, R. M., & Juffs, A. (2005). Cognitive considerations in L2 learning. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 437-454). London Routledge.
19. Dempster, F. N. (1987). Effects of variable encoding and spaced presentations on vocabulary learning. Journal of Educational Psychology, 79, 162-170.
20. Dempster, F. N. (1996). Distributing and managing the conditions of encoding and practice. In E. Ligon & R. Bjork (Eds.), Memory (pp. 317-344). San Diego, CA Academic Press.
21. Ellis, N. C. (2002). Frequency effects in language processing. Studies in Second Language Acquisition, 24, 143-188.
22. Ellis, N. C. (2005). At the interface: Dynamic interactions of explicit and implicit language knowledge. Studies in Second Language Acquisition, 27, 305-352.
23. Gardner, R. C., Smythe, P. C., & Brunet, G. R. (1977). Intensive second language study: Effects on attitudes, motivation and French achievement. Language Learning, 27, 243-261.
24. Germain, C., & Netten, J. (2005). Pedagogy and second language learning: Lessons learned from intensive French. Canadian Journal of Applied Linguistics/Revue canadienne de linguistique appliquée, 8, 183-210.
25. Germain, C., Netten, J., & Movassat, P. (2004). L'évaluation de la production orale en français intensif: Critères et résultats. Canadian Modern Language Review/La Revue canadienne des langues vivantes, 60, 309-332.
26. Germain, C., Netten, J., & Séguin, S. P. (2004). L'évaluation de la production écrite en français intensif: Critères et resultats. Canadian Modern Language Review/La Revue canadienne des langues vivantes, 60, 333-354.
27. Gilabert, R. (2005). Task complexity and L2 narrative oral production. Unpublished doctoral dissertation, Universitat de Barcelona Retrieved June 16, 2007, from Tesis Doctorals en Xarxa.
28. Glenberg, A. (1979). Component-levels theory of the effects of spacing. Memory and Cognition, 7, 95-112.
29. Greene, R. L. (1989). Spacing effects in memory: Evidence for a two-process account. Journal of Experimental Psychology, Memory, and Cognition, 15, 371-377.
30. Griffiths, R. (1981). Pausological research in an L2 context: A rationale and review of selected studies. Applied Linguistics, 12, 345-364.
31. Heaton, J. B. (1966). Composition through pictures. Essex, UK Longman.
32. Hintzman, D. L. (1976). Repetition and memory. In G. H. Bower (Ed.), The psychology of learning and memory (pp. 47-91). New York Academic Press.
33. Hout, R. W. N. M. van, & Vermeer, A. R. (2007). Comparing measures of lexical richness. In H. Daller, J. Milton, & J. Treffers-Dahl (Eds.), Modelling and assessing vocabulary knowledge (pp. 93-115). Cambridge Cambridge University Press.
34. Hujlstijn, J. (2002). Towards a unified account of the representation, acquisition, and automatization of second-language production. Studies in Second Language Acquisition, 24, 347-386.
35. Jacoby, L. L. (1978). On interpreting the effects of repetition: Solving a problem versus remembering a solution. Journal of Verbal Learning and Verbal Behavior, 17, 649-667.
36. Johnson, K. (1996). Language learning and skill learning. Oxford Blackwell.
37. Krashen, S. D. (1981). Second language acquisition and second language learning. Oxford Pergamon.
38. Krashen, S. D. (1982). Principles and practice in second language acquisition. New York Pergamon Press.
39. Krashen, S. D. (1985). The input hypothesis. London Longman.
40. Larsen-Freeman, D. (2006). The emergence of fluency, complexity, and accuracy in the oral and written production of five Chinese learners. Applied Linguistics, 27, 590-619.
41. Larsen-Freeman, D., & Strom, V. (1977). The construction of a second language acquisition index of development. Language Learning, 27, 123-134.
42. Lapkin, S., Hart, D., & Harley, B. (1998). Case study of compact core French models: Attitudes and achievement. In S. Lapkin (Ed.), French second language education in Canada: Empirical studies (pp. 3-31). Toronto University of Toronto Press.
43. Lightbown, P., & Spada, N. (1994). An innovative program for primary ESL students in Quebec TESOL Quarterly, 28, 563-579.
44. Melton, A. W. (1970). The situation with respect to the spacing of repetitions and memory. Journal of Verbal Learning and Verbal Behavior, 9, 596-606.
45. Muñoz, C. (2006). The effects of age on foreign language learning: The BAF project. In C. Muñoz (Ed.), Age and the rate of foreign language learning (pp. 1-40). Clevedon, UK Multilingual Matters.
46. Netten, J., & Germain, C. (2004). Theoretical and research foundations of Intensive French. Canadian Modern Language Review/La Revue canadienne des langues vivantes, 60, 275-294.
47. Netten, J., & Germain, C. (2005). Pedagogy and second language learning: Lessons learned from intensive French. Canadian Journal of Applied Linguistics/Revue canadienne de linguistique appliquée, 8, 183-210.
48. Newell, A., & Rosenbloom, P. (1981). Mechanisms of skill acquisition and the law of practice. In J. R. Anderson (Ed.), Cognitive skills and their acquisition (pp. 1-55). Hillsdale, NJ Erlbaum.
49. O'Malley, J. M., & Chamot, A. U. (1990). Learning strategies in second language acquisition. Cambridge Cambridge University Press.
50. Paradis, M. (1994). Neurolinguistic aspects of implicit and explicit memory: Implications for bilingualism. In N. Ellis (Ed.), Implicit and explicit learning of second languages (pp. 393-419). London Academic Press.
51. Paradis, M. (2004). The neurolinguistic theory of bilingualism. Amsterdam Benjamins.
52. Paradis, M. (2009). Declarative and procedural determinants of second languages. Amsterdam Benjamins.
53. Pimsleur, P. (1967). A memory schedule. Modern Language Journal, 51, 73-75.
54. Russo, N., Mammarella, N., & Avons, S. E. (2002). Toward a unified account of spacing effects in explicit cued-memory tasks. Journal of Experimental Psychology, Learning, Memory, and Cognition, 28, 819-829.
55. Seabrook, R., Brown, G. D., & Solity, J. E. (2005). Distributed and massed practice: From laboratory to classroom. Applied Cognitive Psychology, 19, 107-122.
56. Segalowitz, N. (2003). Automaticity and second languages. In C. Doughty & M. Long (Eds.), The handbook of second language acquisition (pp. 382-408). Oxford Blackwell.
57. Serrano, R., & Muñoz, C. (2007). Same hours, different time distribution: Any difference in EFL? System, 35, 305-321.
58. Spada, N., & Lightbown, P. M. (1989). Intensive ESL programmes in Quebec primary schools. TESL Canada Journal, 7, 11-32.
59. Stern, H. H. (1985). The time factor and compact course development. TESL Canada Journal, 3, 12-27.
60. Swain, M. (1981). Time and timing in bilingual education. Language Learning, 31, 1-15.
61. Tavakoli, P., & Foster, P. (2008). Task design and second language performance: The effect of narrative type on learner output. Language Learning, 58, 439-473.
62. Thios S. J, & D'Agostino, P. R. (1976). Effects of repetition as a function of study-phase retrieval. Journal of Verbal Learning and Verbal Behavior, 15, 529-536.
63. Toppino T. C., & Bloom, L. C. (2002). The spacing effect, free recall, and two-process theory: A closer look. Journal of Experimental Psychology: Learning, Memory, and Cognition, 28, 437-444.
64. Towell, R., & Hawkins, R. (1994). Approaches to second language acquisition. Clevedon, UK Multilingual Matters.
65. Turnbull, M., Lapkin, S., Hart, D., & Swain, M. (1998). Time on task and immersion graduates' French proficiency. In S. Lapkin (Ed.), French second language education in Canada (pp. 31-55). Toronto University of Toronto Press.
66. Vermeer, A. (2000). Coming to grips with lexical richness in spontaneous speech data. Language Testing, 17, 65-83.
67. White, J., & Turner, C. E. (2005). Comparing children's oral ability in two ESL programs. Canadian Modern Language Review/La Revue canadienne des langues vivantes, 61, 491-517.
68. Wolfe-Quintero, K., Inagaki, S., & Kim, H. Y. (1998). Second language development in writing: Measures of fluency, accuracy and complexity (Tech. Rep. No 17). Manoa University of Hawai'i Press.
69. Yuan, F., & Ellis, R. (2003). The effects of pre-task planning and on-line planning on fluency, complexity, and accuracy in L2 monologic production. Applied Linguistics, 24, 1-27.