Page 27 - ELG2111 Nov Issue 478

FEATURES & COMMENT

This all seems to indicate that teachers
PHOTO BY 14995841 FROM PIXABAY review previously studied vocabulary. Boers
should make time in courses for students to
(2021) makes several suggestions for how
this can be done. Although possibly seen as
a bit stale, gap fills offer a great opportunity
for students to try to recall items in context
(though notably, without the missing
words given).
Conversely, a multiple-choice item
would not be a great way to stimulate recall
since students only have to recognise the
correct item. This is because, as Dunlosky
et al (2013) note, recall is more effective in
retrieval practice than activities that require
mere recognition.
Boers also notes that having students write
sentences with the items in would be even
more effective than a gap fill, as it requires
more cognitive effort; though notable, a
productive task is likely to take up far more
class time than the simple recall.
Retrieval is a crucial yet undervalued tool
in a language teacher’s arsenal. Without
retrieval practice the likelihood that items
will be retained is far lower and much class
learning will be forgotten. So, if you haven’t
yet, why not try incorporating retrieval
practice into your classes?
REFERENCES:
Boers, F, 2021. Evaluating Second Language
Retrieval practice found that “repeated retrieval practice Vocabulary and Grammar Instruction: A
By Russell Mayne enhanced long-term retention, whereas Synthesis of the Research on Teaching Words,
repeated studying produced essentially Phrases, and Patterns. Routledge.
One of the most robust findings in no benefit”.
educational research is that retrieval practice Retrieval practice is also often seen in Dunlosky, J, Rawson, K A, Marsh, E J,
is important for learning. That is, asking language learning programmes like Duolingo. Nathan, M J and Willingham, D T, 2013.
students to try to recall items previously It is particularly suited to computer-based ‘Improving students’ learning with effective
studied will help them to retain the language learning, because programmes, learning techniques: Promising directions
information (Folse 2004:156). unlike teachers, are able to accurately keep from cognitive and educational psychology’.
Not only is this finding robust, it’s also track of which words a student remembers Psychological Science in the Public Interest,
incredibly old. In 1885, Ebbinghaus reported and which ones they struggle with. 14(1), pp.4-58.
the existence of what he termed a ‘forgetting
curve’, that showed how long it would take, Folse, K S, 2004. Vocabulary myths: Applying
without active recall, before new items are It is rare to see lessons second language research to classroom teaching.
forgotten. While his research was far from start with a review of Ann Arbor: University of Michigan Press.
perfect (he did it on himself, after all), he
clearly had identified something real about any kind, let alone a Karpicke, J D and Roediger, H L, 2008. ‘The
the human mind. critical importance of retrieval for learning’.
In 1967, famed language teacher Paul review of vocabulary Science, 319(5865), pp 966-968.
Pimsleur noted that the “keystone upon
which to build foreign language materials” items in the form of Kang, S H, Gollan, T H and Pashler, H, 2013.
was that “each time a memory is ‘boosted’ retrieval practice ‘Don’t just repeat after me: Retrieval practice
it retains its strength longer than the time is better than imitation for foreign vocabulary
before”. He termed the effect “graduated learning’. Psychonomic bulletin & review, 20(6),
interval recall”. However, despite the solid research pp 1259-1265.
Other, more recent researchers have also backing, the impressive pedigree and the
looked at this practice and found strong high-tech credentials, my experience of Pimsleur, P, 1967. ‘A memory schedule’. The
evidence for its efficacy. In one study observations of teachers suggest it is also Modern Language Journal, 51(2), pp 73-75.
(Kan, Gollan and Pashler, 2013) students a chronically unused tool. It is rare to see
were taught words from a language they lessons start with a review of any kind, let
did not know. They were then divided alone a review of vocabulary items in the
into groups. One group was shown the form of retrieval practice. It does not, in Russell Mayne is an
vocabulary three times and the other my experience, form any significant part of assistant professor at the
group was instead asked to try to recall the teacher training courses such as CELTA and International University of
vocabulary themselves on three occasions. DELTA. In fact, the only place it does seem Japan. He is interested in
The recall group (self-tested) performed far to make an appearance is when students evidence-based teaching,
better than those who were just retaught. make flash cards and test themselves research and meta-research.
Similarly, Karpike & Roediger (2008: 966) at home.
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