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The Effects of Repetition and Time of Post-Test Administration on EFL Learners' Form Recall of Single Words and Collocations
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Peters, Elke – Language Teaching Research, 2014
This article examines how form recall of target lexical items by learners of English as a foreign language (EFL) is affected (1) by repetition (1, 3 or 5 number of occurrences), (2) by the type of target item (single words versus collocations), and (3) by the time of post-test administration (immediately or one week after the learning session).…
Descriptors: Second Language Learning, English (Second Language), Recall (Psychology), Phrase Structure