Hostname: page-component-6766d58669-6mz5d Total loading time: 0 Render date: 2026-05-17T13:03:36.635Z Has data issue: false hasContentIssue false
  • English
  • Français

Effects of retrieval schedules on the acquisition of explicit, automatized-explicit, and implicit knowledge of L2 collocations – RETRACTED

Published online by Cambridge University Press:  27 January 2025

Nan Fang Open the ORCID record for Nan Fang [Opens in a new window] ,
Irina Elgort Open the ORCID record for Irina Elgort [Opens in a new window]  and
Zhuo Chen Open the ORCID record for Zhuo Chen [Opens in a new window]
Rights & Permissions [Opens in a new window]

Abstract

An abstract is not available for this content. As you have access to this content, full HTML content is provided on this page. A PDF of this content is also available in through the ‘Save PDF’ action button.

Information

Type
Corrigendum
Information
Studies in Second Language Acquisition , First View , pp. 1 - 2
Check for updates
Copyright
© The Author(s), 2025. Published by Cambridge University Press

The authors and publisher apologises that upon publication of Fang, N., Elgort, I., & Chen, Z. (Reference Fang, Elgort and Chen2024), the wrong image was used for Figure 1.

Figure 1.

The familiarization stage procedure (1-a: a flashcard display; 1-b: a matching test display; 1-c: a feedback display). Note: In Figure 1-c, the black and red box content display the responses and the correct answers, respectively.

The correct image should be as below

References

Fang, N., Elgort, I., & Chen, Z. (2024). Effects of retrieval schedules on the acquisition of explicit, automatized-explicit, and implicit knowledge of L2 collocations. Studies in Second Language Acquisition, 46: 663–685. https://doi.org/10.1017/S0272263124000184.CrossRefGoogle Scholar
Figure 0

Figure 1. The familiarization stage procedure (1-a: a flashcard display; 1-b: a matching test display; 1-c: a feedback display). Note: In Figure 1-c, the black and red box content display the responses and the correct answers, respectively.