The effects of task‐essential training on L2 processing strategies and the development of Spanish verbal morphology
Bibliographic Data
| ID | 8939478 |
|---|---|
| Authors | Melisa Dracos (0000-0002-6074-4672, Baylor University, corresponding author), Nick Henry (0000-0002-3791-1735, The University of Texas at Austin) |
| Year | 2018 |
| Volume | 51 |
| Issue | 2 |
| Pages | 344-368 |
| Publication date | 2018-06-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Foreign Language Annals (JOURNAL) |
| Journal identifiers | ISSN: 0015-718X • E-ISSN: 1944-9720 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/flan.12341 |
| OpenAlex | W2808205305 |
| Language | EN |
| Citations received | 2 |
| References cited | 38 |
The acquisition of verbal morphology presents challenges for many second language (L2) learners, in part because they do not readily process those forms during sentence comprehension. Instead, L2 learners rely on lexical‐semantic cues (e.g., temporal adverbs and explicit subjects). This study investigated the role of task‐essential training in changing learners’ processing tendencies and tested whether such changes were related to increased performance with the L2 Spanish present, preterite, and future tenses and first‐ and third‐person morphology. The experiment compared a no‐training control group to three groups of learners who completed a multisession task‐essential training following the principles of structured input (SI). Groups varied in the type of feedback they received. Results of a cue‐reliance assessment indicated that each SI group relied significantly more on verbal inflections after training while the control group did not. Furthermore, the extent to which groups relied on verbal inflections on posttest measures correlated moderately to strongly with performance on interpretation and written production measures. Implications are discussed for input processing, learned attention, and pedagogy, in particular the impact of feedback on cue reliance and learning outcomes
Cognitive psychology · Comprehension · Control (management · Linguistics · Natural language processing · Sentence · Sentence processing · Task (project management · Artificial Intelligence · Computer Science · EFL/ESL Teaching and Learning · Neurobiology of Language and Bilingualism · Psychology · Second Language Acquisition and Learning
Processing Instruction
Grammatical processing in language learners
Explicit Instruction and Input Processing
Morphological insensitivity in second language processing
Explanation versus Structured Input in Processing Instruction
Selective Attention and Transfer Phenomena in L2 Acquisition
The Effects of Processing Instruction and its Components on the Acquisition of Gender Agreement in Italian
Case and Tense in the ‘fossilized’ steady state
Not So Fast
Cognitive Perspectives on SLA
Sensitivity to Violations of Gender Agreement in Native and Nonnative Spanish
Learned Attention Effects in L2 Temporal Reference
How Big Is "Big"? Interpreting Effect Sizes in L2 Research
The Contribution of Second Language Acquisition Research
The Roles of Structured Input Activities in Processing Instruction and the Kinds of Knowledge They Promote
Exploring Input Processing in the Classroom
Authentic Processing Instruction and the Spanish Subjunctive
Positive Evidence Versus Explicit Rule Presentation and Explicit Negative Feedback
| Unique citing works | 2 |
|---|---|
| Citations per year | 0,4 |
| Citation span | 2021 - 2023 (3) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 2 |