Retrieval practice enhances learning and memory retention of French words in Chinese-English bilinguals

Abstract

Numerous previous studies have indicated that retrieval practice promotes foreign language learning more than repeated studying. However, few studies have investigated whether retrieval practice enhanced a third language (L3) learning and memory retention. Here, we compared the behavioral performance in retrieval practice with that in repeated studying in French (L3) words learning. Sixty-two Chinese-English bilinguals participated in the experiment consisting of three sessions. Session one began with an initial encoding phase with 120 French (L3) – English (L2) translation word pairs, followed by a short distractor task. In session two, the 120 French-English word pairs from session one were studied under retrieval practice condition or repeated studying condition. The final recognition memory test was conducted after a 30-min retention interval. We found that retrieval practice enhanced French words learning more than repeated studying, as reflected by higher recognition accuracy in retrieval practice condition. The results suggest that retrieval practice is a powerful mnemonic enhancer in promoting L3 vocabulary learning, and it is an effective strategy in learning a new language. However, students rarely realize the important role of retrieval practice in foreign language learning.