Explicitness of deductive instruction and L2 development
A study on the Spanish imperfect subjunctive
Bibliographic Data
| ID | 22299384 |
|---|---|
| Authors | Sergio Adrada-Rafael (0000-0002-5273-9005, Fairfield University, corresponding author) |
| Year | 2019 |
| Volume | 170 |
| Issue | 1 |
| Pages | 111-135 |
| Publication date | 2019-04-05 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | ITL - International Journal of Applied Linguistics (JOURNAL) |
| Journal identifiers | ISSN: 0019-0829 • E-ISSN: 1783-1490 |
| Publisher | John Benjamins Publishing Company (PUBLISHER • NL) |
| DOI | 10.1075/itl.17027.adr |
| OpenAlex | W2931850095 |
| Language | EN |
| References cited | 29 |
This study investigated the effects that different types of instruction varying in explicitness had on 88 intermediate-level Spanish learners’ development of the imperfect subjunctive on a reading task. Participants were randomly assigned to one of 3 experimental conditions that differed in their degree of instructional explicitness (+/− deductive). One condition (+Deductive) received a detailed grammar explanation prior to task; a second condition (−Deductive) received a hint about a new target form present in the reading task, and the third condition (Baseline) was not presented with any grammar information or hint. The study consisted of 3 sessions, following a pre/post/delayed computerized test design with 2 weeks between sessions. Results showed that the −Deductive condition performed as well as the +Deductive condition immediately and 2 weeks after treatment for both Interpretation and Controlled production tests
Grammar · Imperfect · Interpretation (philosophy) · Linguistics · Mathematics education · Programming language · Reading (process) · Task (project management) · Test (biology) · Computer Science · EFL/ESL Teaching and Learning · Psychology · Reading and Literacy Development · Second Language Acquisition and Learning
Input processing and grammar instruction in second language acquisition
Explicitness, Intake, and the Issue of Awareness
Implicit and explicit instruction in L2 learning
Second Language Instruction Does Make a Difference
Theoretical and Empirical Issues in the Study of Implicit and Explicit Second-Language Learning
Learning Second Language Grammar Rules
One Size Fits All? Learning Conditions and Working Memory Capacity in Ab Initio Language Development
Effect of Explicit and Implicit Instruction on Free Written Response Task Performance
Interactions Between Type of Instruction and Type of Language Feature
Optimizing Language Instruction
Attention to Form and Meaning Revisited
Effectiveness of L2 Instruction
The Development of Complex Syntax and Mood-Selection Abilities by Intermediate-Level Learners of Spanish
Positive Evidence Versus Explicit Rule Presentation and Explicit Negative Feedback
| Citation velocity | historical |
|---|---|
| Highly cited | No |