부산대학교 도서관

Numerous studies have confirmed the effectiveness of spaced repetition over massed repetition across different repetition schedules in learning single-word vocabulary. However, research is still lacking on the effects of different spaced repetition schedules on formulaic language learning, particularly regarding the different types of vocabulary teaching methodologies. The present study aimed to investigate the effects of spaced repetition schedules and form-focused instruction in learning L2 formulaic language. The participants were randomly divided into four experimental groups based on the combination of two spacing schedules (i.e., equally vs. gradually spaced repetition) and two teaching methods (i.e., focus-on-forms vs. focus-on form). The results showed that repetition practices promoted learning more effectively than the distinction between the spaced schedules, and groups with an equally spaced repetition schedule plus focus-on-forms instruction and another with a gradually spaced repetition schedule plus focus-on-form derived better results than the other groups. This study has significant implications for secondary English education on what spacing and teaching methods will be applied to teach formulaic language important in English learning.