This paper proposes the replication of Bird's (2010) and Serrano's (2011) studies, which examined distribution of practice effects in second language acquisition (SLA). These studies, which took place in authentic classroom contexts, produced conflicting results regarding the degree to which the learning of a second language (L2) benefited from distributed instruction. In the first part of the paper, I discuss the distribution of practice research in the learning and teaching of L2s. I then describe Bird's (2010) and Serrano's (2011) work, and highlight the strengths and limitations of the approaches of these studies. Finally, a number of approaches to approximate replications are suggested for each study in order to assess the reliability, internal validity, and generalizability of the original findings

中文翻译：

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第二语言课堂设置中的输入间距：Bird (2010) 和 Serrano (2011) 的复制

本文提出了 Bird (2010) 和 Serrano (2011) 研究的复制，这些研究检查了第二语言习得 (SLA) 中练习效果的分布。这些研究是在真实的课堂环境中进行的，就第二语言（L2）的学习从分布式教学中受益的程度产生了相互矛盾的结果。在论文的第一部分，我讨论了实践研究在二语学习和教学中的分布。然后我描述了 Bird (2010) 和 Serrano (2011) 的工作，并强调了这些研究方法的优势和局限性。最后，为每项研究提出了一些近似复制的方法，以评估原始发现的可靠性、内部有效性和普遍性