Focus on Italian Verbal Morphology in Multilingual Classes
Bibliographic Data
| ID | 4503301 |
|---|---|
| Authors | Anna Whittle (Istituto Comprensivo Guicciardini, corresponding author), Roy Lyster (McGill University) |
| Year | 2016 |
| Volume | 66 |
| Issue | 1 |
| Pages | 31-59 |
| Publication date | 2016-03-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Language Learning (JOURNAL) |
| Journal identifiers | ISSN: 0023-8333 • E-ISSN: 1467-9922 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/lang.12131 |
| OpenAlex | W1909616715 |
| Language | EN |
| Citations received | 2 |
| References cited | 38 |
This quasi-experimental study investigated the effects of form-focused instruction on Italian verbal morphology (first- and second-person singular forms and third-person plural forms of the present indicative) in a multilingual primary school in Italy. The 10-hour instructional treatment was distributed over fifteen 40-minute biweekly lessons in three intact Grade 2 classes comprising native and nonnative speakers of Italian. The instruction was designed to increase the saliency and frequency of the target forms while providing opportunities for oral production practice and corrective feedback. To measure the effects of instruction, 14 Chinese L1 students from the three classes comprised the experimental group, while a similar group of nine Chinese L1 students attending Grade 2 classes at the same school during the following year served as the comparison group. Both groups participated in oral elicitation tasks that served as pre- and posttests. A one-way analysis of variance showed a strong treatment effect for the form-focused instruction and qualitative analysis of the production data revealed developmental strategies specific to the experimental group
Developmental psychology · Focus (optics) · Focus group · Linguistics · Mathematics education · Plural · EFL/ESL Teaching and Learning · Psychology · Second Language Acquisition and Learning · Second Language Learning and Teaching
Learning and Teaching Languages Through Content
Attention
Implicit and Explicit Learning
Empowering Minority Students
Focus-on-Form and Corrective Feedback in Communicative Language Teaching
One Size Fits All?
Focus on Form
Interactional Feedback and Instructional Counterbalance
The Role of the Linguistic Environment in Second Language Acquisition
Differential Effects of Prompts and Recasts in Form-Focused Instruction
The input hypothesis
Language Acquisition as Rational Contingency Learning
Functional Grammar in French Immersion
Feedback, Noticing and Instructed Second Language Learning
The Role of Consciousness in Second Language Learning1
The Effect of Functional-Analytic Teaching on Aspects of French Immersion Students' Sociolinguistic Competence
Form-Focussed Instruction and Second Language Acquisition
Oral corrective feedback in second language classrooms
Immersion and Submersion Classrooms
Corrective Feedback and Learner Uptake
Interactions Between Type of Instruction and Type of Language Feature
Integrating Formal and Functional Approaches to Language Teaching in French Immersion
Recasts as Feedback to Language Learners
Effectiveness of L2 Instruction
Explaining the "Natural Order of L2 Morpheme Acquisition" in English
| Citations per year | 0.22 |
|---|---|
| Citation span | 2017 - 2023 (7) |
| Highly cited | No |