How Output Affects Explicit And Implicit Knowledge Of Spanish Indirect Object Pronouns
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Author | : Lissette Perez |
Publisher | : |
Total Pages | : 221 |
Release | : 2014 |
Genre | : |
ISBN | : |
Although many studies have suggested positive effects for speaking or output practice on L2 grammar development, the question of how speaking affects L2 grammar remains. This study specifically examines how output affects the explicit and implicit knowledge of Spanish indirect object pronouns (IOPs). It also investigates levels of L2 grammar development for participants with low, mid and high levels of background knowledge of Spanish subject-verb agreement. Eight participants were given explicit grammar instruction on the target structure followed by six paired output-focus activities. These included two information-gap tasks, a matching task, a partner interview, original sentence creation, and a dictogloss task. In each task participants were required to orally produce IOPs whether they were reading a prepared IOP or producing one originally based on a prompt. In order to capture qualitative data on the effectiveness of output, all paired interaction was transcribed and coded for language related episodes (LREs). In this study three types of LREs were identified: self-correction, other-correction and metatalk. Learners were also tested on IOPs immediately before instruction, immediately following and three weeks afterward. Quantitative data consisted of these results of pre, post, and delayed posttests, the number of IOPs produced during all instructional activities, and the percentage of correct IOPs produced compared to those omitted or produced incorrectly. Development of explicit knowledge was assessed by an untimed written picture description task, whereas implicit knowledge was assessed on the tests by a timed grammaticality judgment task. The results of the picture description task showed more consistent gains in development of explicit knowledge. The results of the grammaticality judgment task were more irregular and suggested less consistent gains in development of implicit knowledge. Together, quantitative and qualitative results suggest that explicit instruction followed by output practice was most effective for learners in this study with greater knowledge of subject-verb agreement. A comparison of qualitative results and test scores revealed that learners who showed more focus on the lexicon during instructional tasks and did not produce IOPs as often, and also had lower scores on both tests. Stronger learning outcomes were observed for learners who produced more IOPs, had a higher percentage of correct IOPs and were involved in LREs.
Author | : Luis H. González |
Publisher | : Taylor & Francis |
Total Pages | : 93 |
Release | : 2023-06-30 |
Genre | : Foreign Language Study |
ISBN | : 1000937658 |
Understanding and Teaching the Indirect Object in Spanish presents an easy-to-understand approach to all aspects of direct and indirect objects in Spanish. Distinguishing between direct and indirect objects can pose challenges for learners and is almost impossible to do using the tools that linguists have traditionally used. This book offers two simple, all-encompassing inferences that allow learners to tackle this area of language by intuitively inferring the distinction, as native speakers do, between verber and verbed. This book will be of interest to teachers and learners of Spanish and other second languages, as well as linguists interested in argument structure, second language acquisition, second language teaching or pedagogy, and multilingualism.
Author | : Irina Goundareva |
Publisher | : |
Total Pages | : |
Release | : 2016 |
Genre | : |
ISBN | : |
Author | : Patrick Rebuschat |
Publisher | : John Benjamins Publishing Company |
Total Pages | : 513 |
Release | : 2015-09-15 |
Genre | : Language Arts & Disciplines |
ISBN | : 902726872X |
Implicit learning is a fundamental feature of human cognition. Many essential skills, including language comprehension and production, intuitive decision making, and social interaction, are largely dependent on implicit (unconscious) knowledge. Given its relevance, it is not surprising that the study of implicit learning plays a central role in the cognitive sciences. The present volume brings together eminent researchers from a variety of fields (e.g., cognitive psychology, linguistics, education, cognitive neuroscience, developmental psychology) in order to assess the progress made in the study of implicit and explicit learning, to critically evaluate key concepts and methodologies, and to determine future directions to take in this interdisciplinary enterprise. The eighteen chapters in this volume are written in an accessible and engaging fashion; together, they provide the reader with a comprehensive snapshot of the exciting current work on the implicit and explicit learning of languages.
Author | : Stephen D. Krashen |
Publisher | : |
Total Pages | : 202 |
Release | : 1987 |
Genre | : Language and languages |
ISBN | : |
Author | : Rod Ellis |
Publisher | : Multilingual Matters |
Total Pages | : 404 |
Release | : 2009-06-19 |
Genre | : Language Arts & Disciplines |
ISBN | : 1847698859 |
The implicit/ explicit distinction is central to our understanding of the nature of L2 acquisition. This book begins with an account of how this distinction applies to L2 learning, knowledge and instruction. It then reports a series of studies describing the development of a battery of tests providing relatively discrete measurements of L2 explicit/ implicit knowledge. These tests were then utilized to examine a number of key issues in SLA - the learning difficulty of different grammatical structures, the role of L2 implicit/ explicit knowledge in language proficiency, the relationship between learning experiences and learners’ language knowledge profiles, the metalinguistic knowledge of teacher trainees and the effects of different types of form-focused instruction on L2 acquisition. The book concludes with a consideration of how the tests can be further developed and applied in the study of L2 acquisition.
Author | : Susan A. Ambrose |
Publisher | : John Wiley & Sons |
Total Pages | : 336 |
Release | : 2010-04-16 |
Genre | : Education |
ISBN | : 0470617608 |
Praise for How Learning Works "How Learning Works is the perfect title for this excellent book. Drawing upon new research in psychology, education, and cognitive science, the authors have demystified a complex topic into clear explanations of seven powerful learning principles. Full of great ideas and practical suggestions, all based on solid research evidence, this book is essential reading for instructors at all levels who wish to improve their students' learning." —Barbara Gross Davis, assistant vice chancellor for educational development, University of California, Berkeley, and author, Tools for Teaching "This book is a must-read for every instructor, new or experienced. Although I have been teaching for almost thirty years, as I read this book I found myself resonating with many of its ideas, and I discovered new ways of thinking about teaching." —Eugenia T. Paulus, professor of chemistry, North Hennepin Community College, and 2008 U.S. Community Colleges Professor of the Year from The Carnegie Foundation for the Advancement of Teaching and the Council for Advancement and Support of Education "Thank you Carnegie Mellon for making accessible what has previously been inaccessible to those of us who are not learning scientists. Your focus on the essence of learning combined with concrete examples of the daily challenges of teaching and clear tactical strategies for faculty to consider is a welcome work. I will recommend this book to all my colleagues." —Catherine M. Casserly, senior partner, The Carnegie Foundation for the Advancement of Teaching "As you read about each of the seven basic learning principles in this book, you will find advice that is grounded in learning theory, based on research evidence, relevant to college teaching, and easy to understand. The authors have extensive knowledge and experience in applying the science of learning to college teaching, and they graciously share it with you in this organized and readable book." —From the Foreword by Richard E. Mayer, professor of psychology, University of California, Santa Barbara; coauthor, e-Learning and the Science of Instruction; and author, Multimedia Learning
Author | : Lourdes Ortega |
Publisher | : Routledge |
Total Pages | : 321 |
Release | : 2014-02-04 |
Genre | : Language Arts & Disciplines |
ISBN | : 144411705X |
Whether we grow up with one, two, or several languages during our early years of life, many of us will learn a second, foreign, or heritage language in later years. The field of Second language acquisition (SLA, for short) investigates the human capacity to learn additional languages in late childhood, adolescence, or adulthood, after the first language --in the case of monolinguals-- or languages --in the case of bilinguals-- have already been acquired. Understanding Second Language Acquisition offers a wide-encompassing survey of this burgeoning field, its accumulated findings and proposed theories, its developed research paradigms, and its pending questions for the future. The book zooms in and out of universal, individual, and social forces, in each case evaluating the research findings that have been generated across diverse naturalistic and formal contexts for second language acquisition. It assumes no background in SLA and provides helpful chapter-by-chapter summaries and suggestions for further reading. Ideal as a textbook for students of applied linguistics, foreign language education, TESOL, and education, it is also recommended for students of linguistics, developmental psycholinguistics, psychology, and cognitive science. Supporting resources for tutors are available free at www.routledge.com/ortega.
Author | : Julia Herschensohn |
Publisher | : Cambridge University Press |
Total Pages | : 0 |
Release | : 2018-09-06 |
Genre | : Foreign Language Study |
ISBN | : 9781108733748 |
What is language and how can we investigate its acquisition by children or adults? What perspectives exist from which to view acquisition? What internal constraints and external factors shape acquisition? What are the properties of interlanguage systems? This comprehensive 31-chapter handbook is an authoritative survey of second language acquisition (SLA). Its multi-perspective synopsis on recent developments in SLA research provides significant contributions by established experts and widely recognized younger talent. It covers cutting edge and emerging areas of enquiry not treated elsewhere in a single handbook, including third language acquisition, electronic communication, incomplete first language acquisition, alphabetic literacy and SLA, affect and the brain, discourse and identity. Written to be accessible to newcomers as well as experienced scholars of SLA, the Handbook is organised into six thematic sections, each with an editor-written introduction.
Author | : Muriel Saville-Troike |
Publisher | : Cambridge University Press |
Total Pages | : 229 |
Release | : 2012-04-05 |
Genre | : Foreign Language Study |
ISBN | : 1107010896 |
A clear and practical introduction to second language acquisition, written for students encountering the topic for the first time.