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The Effects of Definition Placement and Lag of Retrieval Practice on Contextual Learning and Retention of Phrasal Verbs.

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Bibliographic Details
Title: The Effects of Definition Placement and Lag of Retrieval Practice on Contextual Learning and Retention of Phrasal Verbs.
Authors: Tadayonifar, Mojtaba1 mtadayon.253@gmail.com, Siyanova‐Chanturia, Anna1, Elgort, Irina1
Source: Language Learning. Dec2025, Vol. 75 Issue 4, p1153-1184. 32p.
Subject Terms: *CONTEXTUAL learning, *VERBS, *ENGLISH as a foreign language, *VOCABULARY, *EXPERIENTIAL learning
Abstract: Learning multiword expressions (MWEs) typically involves exposure to language input, such as through reading and listening. However, this way of learning can be rather slow. Therefore, finding strategies to enhance learning from input is crucial for language acquisition. In this study, 80 Iranian learners of English as a foreign language read short texts with 28 figurative English phrasal verbs (PVs), repeated three times. In a counterbalanced experimental design, we manipulated definition placement (before vs. after text) and the lag of retrieval practice (short vs. long lag). Learning was measured via immediate and delayed gap‐fill and meaning‐generation posttests. We found that providing definitions after reading resulted in greater learning outcomes than presenting definitions before reading under both short‐ and long‐lag conditions. Retrieving PVs under the long lag further increased this advantage. The results contribute to the understanding of how contextual learning and retention of MWEs from reading can be supported. A one‐page Accessible Summary of this article in nontechnical language is freely available in the Supporting Information online and at https://oasis‐database.org [ABSTRACT FROM AUTHOR]
Database: Academic Search Index
Description
Abstract:Learning multiword expressions (MWEs) typically involves exposure to language input, such as through reading and listening. However, this way of learning can be rather slow. Therefore, finding strategies to enhance learning from input is crucial for language acquisition. In this study, 80 Iranian learners of English as a foreign language read short texts with 28 figurative English phrasal verbs (PVs), repeated three times. In a counterbalanced experimental design, we manipulated definition placement (before vs. after text) and the lag of retrieval practice (short vs. long lag). Learning was measured via immediate and delayed gap‐fill and meaning‐generation posttests. We found that providing definitions after reading resulted in greater learning outcomes than presenting definitions before reading under both short‐ and long‐lag conditions. Retrieving PVs under the long lag further increased this advantage. The results contribute to the understanding of how contextual learning and retention of MWEs from reading can be supported. A one‐page Accessible Summary of this article in nontechnical language is freely available in the Supporting Information online and at https://oasis‐database.org [ABSTRACT FROM AUTHOR]
ISSN:00238333
DOI:10.1111/lang.12706