The Effects of Type of Instruction of English Prepositions with Varying Degrees of Salience
Bibliographic Data
| ID | 21436189 |
|---|---|
| Authors | Ana Mónica Preciado-Sánchez (0009-0001-4341-8189, Universidad de Sonora), José Luis Moreno-Vega (0000-0001-5470-3869, Universidad de Sonora) |
| Year | 2024 |
| Volume | 52 |
| Issue | 02 |
| Pages | e20513344 |
| Publication date | 2024-11-26 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Lenguaje (JOURNAL) |
| Journal identifiers | ISSN: 0120-3479 • E-ISSN: 2539-3804 |
| Publisher | Universidad del Valle (PUBLISHER • CO) |
| DOI | 10.25100/lenguaje.v52i2.13344 |
| OpenAlex | W4404709072 |
| Language | EN |
| Citations received | 1 |
| References cited | 39 |
It is still unknown if different types of input exposure are equally effective at facilitating the learning of forms that vary in their level of perceptual salience. A pretest-posttest design was implemented during four training sessions to find if university students of English as a foreign language could learn three prepositions which are used in the context of forms of transportation: in, on, and by. Eighty-three participants were assigned one of three different conditions: a) control, b) textual enhancement and c) explicit instruction. Automatized-explicit and declarative-explicit knowledge was assessed before and after the treatment. The results revealed that textual enhancement did not lead to learning of the target forms. Only explicit instruction caused a learning effect. Explicit instruction of less salient forms promoted primarily automatized-explicit knowledge and declarative-explicit knowledge of those forms whereas explicit instruction of more salient forms resulted only in declarative-explicit knowledge
Biology · Cognitive psychology · Linguistics · Mathematics education · Natural language processing · Salience (neuroscience) · Type (biology) · Communication · Computer Science · EFL/ESL Teaching and Learning · Mathematics · Philosophy · Psychology · Second Language Acquisition and Learning · Subtitles and Audiovisual Media
Processing Instruction
Second Language Acquisition
Explicit Learning in the L2 Classroom
The learning burden of collocations
Measuring Implicit and Explicit Knowledge of a Second Language
Focus on form
Implicit and explicit instruction in L2 learning
Learning Second Language Grammar Rules
Metalinguistic Knowledge and Language Ability in University-Level L2 Learners
Investigating Textual Enhancement and Captions in L2 Grammar and Vocabulary
Applying cognitive linguistics to teaching the Spanish prepositions por and para
The role of input flood and input enhancement in EFL learners' acquisition of collocations
The Effects of Pre‐Task and Post‐Task Metalinguistic Explanations on Accuracy in Second Language Writing
Metalinguistic Knowledge of Salient vs. Unsalient Features
Effect of Explicit and Implicit Instruction on Free Written Response Task Performance
A feature-integration theory of attention
Interactions Between Type of Instruction and Type of Language Feature
The Interface of Explicit and Implicit Knowledge in a Second Language
Determining the Effectiveness of Visual Input Enhancement Across Multiple Linguistic Cues
Effectiveness of L2 Instruction
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2025 - 2025 (1) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 1 |