The effects of interleaving versus blocking on foreign language pronunciation learning

• Published in: Memory & cognition Vol. 41; no. 5; pp. 671 - 682
• Main Authors: Carpenter, Shana K., Mueller, Frank E.
• Format: Journal Article
• Language: English
• Published: New York Springer-Verlag 01.07.2013; Springer; Springer Nature B.V
• Subjects: Adult; Artists; Behavioral Science and Psychology; Bilingualism. Multilingualism; Biological and medical sciences; Cognitive Psychology; Experiments; Filler materials; Fundamental and applied biological sciences. Psychology; Humans; Hypotheses; Language; Learning; Learning - physiology; Multilingualism; Phonetics; Psychology; Psychology. Psychoanalysis. Psychiatry; Psychology. Psychophysiology; Students; Young Adult; Discriminative contrast; Interleaving; Pronunciation learning; Human; Pronunciation; Blocking; Cognition; Experimental study; Contrast; Foreign language; Learning; Acquisition process; Language; Comparative study
• ISSN: 0090-502X; 1532-5946; 1532-5946
• DOI: 10.3758/s13421-012-0291-4

Many studies have shown that students learn better when they are given repeated exposures to different concepts in a way that is shuffled or interleaved , rather than blocked (e.g., Rohrer Educational Psychology Review, 24, 355 – 367, 2012 ). The present study explored the effects of interleaving versus blocking on learning French pronunciations. Native English speakers learned several French words that conformed to specific pronunciation rules (e.g., the long “o” sound formed by the letter combination “eau,” as in bateau ), and these rules were presented either in blocked fashion ( bateau, carreau, fardeau . . . mouton, genou, verrou . . . tandis, verglas, admis ) or in interleaved fashion ( bateau, mouton, tandis, carreau, genou, verglas . . .). Blocking versus interleaving was manipulated within subjects (Experiments 1 – 3 ) or between subjects (Experiment 4 ), and participants’ pronunciation proficiency was later tested through multiple-choice tests (Experiments 1 , 2 , and 4 ) or a recall test (Experiment 3 ). In all experiments, blocking benefited the learning of pronunciations more than did interleaving, and this was true whether participants learned only 4 words per rule (Experiments 1 – 3 ) or 15 words per rule (Experiment 4 ). Theoretical implications of these findings are discussed.