This study aims to investigate the effect of spaced distribution versus massed distribution learning on grammar acquisition. Memory research has shown that presenting information in increasing time intervals (spaced repetition) results in better learning and retention than presenting the information in one lengthy and uninterrupted session (massed repetition). This phenomenon is called the spacing effect. Though research in second language vocabulary has been well developed in regards to spacing effect methodology, very little has been done on the possible application to second language grammar acquisition. Using a quasi-experimental pre-test post-test design, a study was performed to trial an investigation on the impact of spaced repetitioninstruction on grammar acquisition versus the more traditional massed repetition (block) instruction. The results of the post tests showed the spaced instruction group outperformed the massed instruction group.

I. INTRODUCTION
II. LITERATURE REVIEW
III. METHOD
IV. STUDY RESULTS AND DISCUSSION
V. CONCLUSION

• Scott Miles(Daegu Haany University)