Contextualization, semantic organization, and distributed learning: Evidence from young Iranian learners of French

This study investigates the impact of contextualization, semantic organization, and distributed learning on vocabulary retention among young Iranian learners of French as a foreign language in a heteroglot environment. Twenty Persian-speaking learners aged eight to ten participated in a quasi-experimental classroom-based study conducted in a bilingual Persian-French primary school in Isfahan, Iran. Three experimental phases were designed to isolate the effects of (۱) contextualized versus isolated vocabulary presentation, (۲) semantically organized versus unrelated word lists, and (۳) massed versus distributed learning over time. Recall performance was measured through structured free recall tasks following each instructional condition. The show that presenting vocabulary in a meaningful context produces greater retention than isolated instruction. Distributed learning (presentation in multiple sessions with time intervals) also has a significant impact on long-term consolidation and recall. Semantic organization also helps with vocabulary retention, but its effect is less than that of contextualization and time distribution. Overall, vocabulary instruction in the foreign language classroom should include in-text presentation, thematic structuring, and spaced practice to optimize learning, especially for young learners in environments with limited exposure.

کلیدواژه ها:

Vocabulary retention ، Contextualization ، Semantic organization ، Distributed learning ، Young EFL learners