The Effect of Input-based Instruction Type on the Acquisition of Spanish Accusative Clitics

The purpose of this paper is to compare structured input (SI) with other input-based instructional treatments. The input-based instructional types include: input flood (IF), text enhancement (TE), SI activities, and focused input (FI; SI without implicit negative feedback). Participants included 145 adult learners enrolled in an intermediate Spanish course. Learners completed a pretest, treatment, immediate posttest, delayed post-test (three weeks after treatment) and an extended delayed post-test (six weeks after treatment) measuring both interpretation and production of the Spanish accusative clitics. The results revealed significant findings for all groups on the interpretation task, with SI being the most robust. The findings for the production measures are not so straightforward; however, all groups showed some improvement. The theoretical and methodological ramifications of these findings are discussed

Interpretation (philosophy) · Linguistics · Mathematics education · Production (economics) · Programming language · Task (project management) · Test (biology) · Computer Science · EFL/ESL Teaching and Learning · Psychology · Reading and Literacy Development · Second Language Acquisition and Learning

• The Handbook of Second Language Acquisition

  Catherine J Doughty, Michael H Long•Handbook of Second Language…•2005

  Incluir item

• Explicit Instruction and Input Processing

  Open Access•Bill Vanpatten, Teresa Cadierno•Studies in Second Language…•1993

  Incluir item

• Adverb placement in second language acquisition

  Open Access•Lydia White•Interlanguage studies bulletin…•1991

  Incluir item

• Attending to Form and Content in the Input

  Open Access•Bill Vanpatten•Studies in Second Language…•1990

  Incluir item

• Cue validity and sentence interpretation in English, German, and Italian

  Open Access•Brian Macwhinney, Elizabeth Bates et al.•Journal of Verbal Learning and…•1984

  Incluir item

• Output, Input Enhancement, and the Noticing Hypothesis

  Open Access•Shinichi Izumi, Shin-ichi Izumi•Studies in Second Language…•2002

  Incluir item

• Input Enhancement in Instructed SLA

  Open Access•Michael Sharwood Smith•Studies in Second Language…•1993

  Incluir item

• Beyond Explicit Rule Learning

  Open Access•Robert Dekeyser, Robert M Dekeyser•Studies in Second Language…•1997

  Incluir item

• Attention in Cognitive Science and Second Language Acquisition

  Open Access•Russell S Tomlin, Victor Villa et al.•Studies in Second Language…•1994

  Incluir item

• The Role of the Linguistic Environment in Second Language Acquisition

  M H Long•Handbook of second language…•1996

  Incluir item

• Explanation versus Structured Input in Processing Instruction

  Open Access•Bill Vanpatten, Soile Oikkenon•Studies in Second Language…•1996

  Incluir item

• On The Language Instinct

  Steven Pinker, American Psychological Association•PsycEXTRA Dataset•1994

  Incluir item

• Problems in Output and the Cognitive Processes They Generate

  Merrill Swain, Sharon Lapkin•Applied Linguistics•1995

  Incluir item

• The Role of Comprehension in Second-language Learning

  C FAeERCH, G Kasper•Applied Linguistics•1986

  Incluir item

• The Role of Consciousness in Second Language Learning1

  R W SCHMIDT•Applied Linguistics•1990

  Incluir item

• Putting ‘input’ in its proper place

  Open Access•Susanne E Carroll, Susanne Carroll•Second language Research•1999

  Incluir item

• Arbitrary plural pronominals

  Open Access•Osvaldo A Jaeggli•Natural Language and Linguistic…•1986

  Incluir item

• The order of verbal complements

  Open Access•Adriana Belletti, Ur Shlonsky•Natural Language and Linguistic…•1995

  Incluir item

• Second Language Acquisition Theory and Pedagogy

  Margaret Thomas, Fred R Eckman et al.•Language•1997

  Incluir item

• Handbook of Second Language Acquisition

  Margaret Thomas, William C Ritchie et al.•Language•1999

  Incluir item

• New Perspectives on Grammar Teaching in Second Language Classrooms

  Carl Zhonggang Gao, Eli Hinkel et al.•TESOL Quarterly•2002

  Incluir item

• Input Processing and Grammar Instruction in Second Language Acquisition

  Jack B Jelinski, Bill Vanpatten•Hispania•1997

  Incluir item

• Maturational Constraints on Language Development

  Open Access•M H Long•Studies in Second Language…•1990

  Incluir item

• Awareness and Second Language Acquisition

  Open Access•Richard Schmidt•Annual Review of Applied…•1992

  Incluir item

• The Effect of Word Order on Listening Comprehension and Pattern Retention

  Open Access•Eileen W Glisan•Language Learning•1985

  Incluir item

• Differential Effects of Attention

  Open Access•Susan Ga, Susan M Ga et al.•Language Learning•2003

  Incluir item

• The Differential Role of Comprehension and Production Practice

  Open Access•Robert Dekeyser, Robert M Dekeyser et al.•Language Learning•1996

  Incluir item

• Formal semantics of natural language

  Open Access•Edward L Keenan•Lingua•1978

  Incluir item

• Do Learners Notice Enhanced Forms while Interacting with the L2

  Ronald P Leow•Hispania•2001

  Incluir item

• Positive Evidence Versus Explicit Rule Presentation and Explicit Negative Feedback

  Open Access•Cristina Sanz, Kara Morgan‐short•Language Learning•2004

  Incluir item