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Production Practice During Language Learning Improves Comprehension

机译:语言学习期间的生产实践可提高理解

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Language learners often spend more time comprehending than producing a new language. However, memory research suggests reasons to suspect that production practice might provide a stronger learning experience than comprehension practice. We tested the benefits of production during language learning and the degree to which this learning transfers to comprehension skill. We taught participants an artificial language containing multiple linguistic dependencies. Participants were randomly assigned to either a production- or a comprehension-learning condition, with conditions designed to balance attention demands and other known production-comprehension differences. After training, production-learning participants outperformed comprehension-learning participants on vocabulary comprehension and on comprehension tests of grammatical dependencies, even when we controlled for individual differences in vocabulary learning. This result shows that producing a language during learning can improve subsequent comprehension, which has implications for theories of memory and learning, language representations, and educational practices.
机译:语言学习者经常花费更多的时间来理解,而不是产生一种新语言。然而,记忆研究表明有人理由怀疑生产实践可能提供比理解实践更强大的学习经历。我们在语言学习期间测试了生产的好处,以及这项学习转移到理解技能的程度。我们教授参与者一个包含多种语言依赖性的人工语言。参与者被随机分配到生产 - 或理解学习条件,旨在平衡关注需求和其他已知的生产理解差异的条件。在培训之后,生产 - 学习参与者表现出了对词汇理解的理解学习参与者,即使我们控制了词汇学习的个体差异,也是对语法依赖性的理解学习参与者。该结果表明,在学习期间产生一种语言可以改善随后的理解,这对记忆和学习,语言表示和教育实践有影响。

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