Does order of instruction matter? A language program intervention for preterite‐imperfect learning
Dados Bibliográficos
| ID | 8939564 |
|---|---|
| Autores | Claudia Sánchez‐Gutiérrez (0000-0001-8081-7528, University of California, Davis Davis California USA, autor correspondente), Sophia Minnillo (0000-0002-8962-7920, University of California Davis California USA), Ana Ortega Pérez (0000-0002-6724-7943, University of California, Davis Davis California USA), Ana Ruiz‐Alonso‐Bartol (0000-0002-0281-6762, University of California, Davis Davis California USA) |
| Ano | 2025 |
| Volume | 58 |
| Fascículo | 3 |
| Páginas | 677-702 |
| Data de publicação | 2025-08-06 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | Foreign Language Annals (JOURNAL) |
| Identificadores do periódico | ISSN: 0015-718X • E-ISSN: 1944-9720 |
| Editora | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/flan.70012 |
| OpenAlex | W4413022921 |
| Idioma | EN |
| Referências citadas | 43 |
Research on L2 acquisition of the Spanish perfective and imperfective past has suggested that order‐of‐instruction (preterite before imperfect) may significantly contribute to learners' difficulty with mastering the imperfect. We sought to empirically test the effect of order‐of‐instruction by implementing a program‐wide intervention in a beginner Spanish program at a large US university ( N = 697 students) which reverted the timing of teaching the preterite and imperfect (imperfect before preterite). Except for the order in which the tenses were taught, all aspects of the curriculum remained identical across the preterite‐first and the imperfect‐first groups. Results from a cloze test and an analysis of student narrative texts demonstrate that teaching the imperfect first had neither a significant effect on suppliance nor on appropriate use of preterite‐imperfect forms, thus rejecting the hypothesis that order‐of‐instruction plays a central role in L2 Spanish tense‐aspect development
Economics · Imperfect · Intervention (counseling · Linguistics · Mathematics education · Natural language processing · Order (exchange · Computer Science · EFL/ESL Teaching and Learning · Philosophy · Psychology · Reading and Literacy Development · Second Language Learning and Teaching
Aspect
The Parameter of Aspect
Performance
Robustness of linear mixed‐effects models to violations of distributional assumptions
Fitting Linear Mixed-Effects Models Using lme4
The dimensions of pastness
The development of past tense verbal morphology in classroom L2 Spanish
Input and Acquisition for Second-language Learners In and Out of Classrooms
The Aspect Hypothesis and the Acquisition of L2 Past Morphology in the Last 20 Years
Exploring Boundedness for Concept‐Based Instruction of Aspect
Thirty years of studying lexical aspect in L2 acquisition
The Aspect Hypothesis and L2 Russian
Tense-aspect SLA research and Spanish Language Teaching
The relation of second language acquisition, instructed second language acquisition, and language teaching from the lens of second language tense-aspect
Bilingual development in study-abroad journal narratives
Preterite/Imperfect Half-Truths
The Effects of Instruction Enhanced by Video/Photo Blogs and Wikis on Learning the Distinctions of the Spanish Preterite and Imperfect
Reading and affect
Using literary texts to reveal problematic rules of usage
Anxiety and the True Beginner-False Beginner Dynamic in Beginning French and Spanish Classes
Discourse Motivations for Some Cognitive Acquisition Principles
Preterite and Imperfect in Spanish Instructor Oral Input and Spanish Language Corpora
A grammar of contemporary English
Tense, Aspect, and Narrative Structure in Spanish as a Second Language
The Use of Tense-Aspect Morphology in Spanish Oral Narratives
| Velocidade de citação | historical |
|---|---|
| Altamente citado | Não |