Foreign Language Learning Colloquium Speaker Series Lecture

Language learners have only a couple of years to master thousands of words to develop superior language proficiency (ACTFL 2012) in the classroom setting. Consequently, an effective curriculum needs to be grounded in evidence-based instructional interventions. In this talk I will outline relevant research findings on language-learning task design.  The talk will highlight task designs that have shown to increase the quantity and quality of word learning and, more importantly, word retention. I will provide specific insights from a study on the repeated retrieval of words and the use of self-tests.