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Neurodidactics of Languages: Neuromyths in Multilingual Learners
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In: Mathematics; Volume 10; Issue 2; Pages: 196 (2022)
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The impact of grit and its predictors on face-to-face vs online language learning ...
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Exploring the Personality of Virtual Tutors in Conversational Foreign Language Practice
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In: Conference papers (2021)
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The Relationship between Social Identity and Foreign Language Learning Motivation: The Sustainability of Heritage Language Learners
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In: Sustainability; Volume 13; Issue 23; Pages: 13102 (2021)
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Second Language Learning Anxiety and Language Mindsets
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In: Senior Honors Theses (2021)
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Fundamentals of Language and Language Learning: A Collaborative Initiative for the Implementation of a Common Online Language Training Component in the First-Year Language Curriculum
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| 7 |
Resilience in the context of learning English as a foreign language in Vietnam: An exploratory study using complex dynamic systems theory
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| 8 |
Learner autonomy among students of French as a foreign language in a tertiary context
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In: Eurasian Journal of Applied Linguistics, Vol 7, Iss 1, Pp 85-108 (2021) (2021)
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Fundamentals of Language and Language Learning: A Collaborative Initiative for the Implementation of a Common Online Language Training Component in the First-Year Language Curriculum
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In: Nouvelle Revue Synergies Canada; No. 14 (2021): From in-person to distance: Rethinking language learning in a new environment ; Nouvelle Revue Synergies Canada; No. 14 (2021): Du présentiel à la distance : repenser l’apprentissage des langues dans un nouvel environnement ; 2292-2261 (2021)
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EFFECTS OF DIFFERENT TYPES OF AUDITORY INPUT ON INCIDENTAL VOCABULARY LEARNING BY L2 JAPANESE SPEAKERS ...
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| 11 |
The Influence of Family on Children’s Second Language Learning
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In: Major Papers (2020)
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| 12 |
Effects of Implicit and Explicit Focus on Form on L2 Acquisition of the English Passive
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Abstract:
Learning a second language (L2) is essential in today’s globalized world. However, learners generally have low sensitivity to grammar, as L2 acquisition proceeds largely through functions. Thus, pedagogical assistance appears to be necessary to trigger learners’ attention to L2 grammar, but research shows no consensus on which type of instruction best promotes it. Moreover, few empirical studies have examined 'acquisition' of target constructions, which entails mappings between form, meaning, and function. To address this gap, the present study investigated the effects of implicit and explicit instruction on L2 acquisition of the English passive. The passive was chosen as the target construction due to the intricate mappings between form, meaning, and function encompassed in it. The study employed an experimental design including a pretest, immediate posttest, and delayed posttest, with five treatment sessions between the pretest and posttests. Participants were 99 Korean English-as-a-foreign-language (EFL) learners, randomly assigned to two experimental groups that received implicit or explicit instruction, respectively, or a control group. Implicit instruction comprised typographically enhanced passive constructions to increase perceptual saliency; explicit instruction comprised a grammar activity to raise the participants’ consciousness about the passive construction. Five measurement tasks were employed to examine any changes in the participants’ knowledge of, and ability to use, the passive: a grammaticality judgment task (GJT), a sentence pair task, a closed discourse completion task (DCT), and spoken and written production tasks. Results from quantitative and qualitative analyses of the data yielded three main findings. First, implicit instruction had a more significant, beneficial effect than explicit instruction on the overall mappings between the form, meaning, and function of the passive. Second, the difference appeared to be more salient for meaning and function, whereas both types of instruction had almost equal benefits for form; yet, the production tasks seemed to exhibit a greater score decrease as for meaning and function over time in both treatment conditions. Finally, each type of instruction had similar effects on the performance of high- and low-level learners. Overall, these findings suggest that both types of instruction are beneficial for L2 acquisition but implicit instruction is more effective than explicit instruction.
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Keyword:
English language--Grammar--Study and teaching; English language--Study and teaching--Foreign speakers; Implicit learning; Linguistics; Second language acquisition
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URL: https://doi.org/10.7916/d8-ek22-ka98
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| 13 |
PAIR INTERACTION IN SPANISH LANGUAGE CLASSROOMS THAT ENROLL HERITAGE AND L2 LEARNERS ...
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| 14 |
Effects of Implicit and Explicit Focus on Form on L2 Acquisition of the English Passive ...
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| 15 |
The use of mobile devices for self-directed learning outside the classroom among EFL university students in Saudi Arabia
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| 16 |
Grammatical Errors by Arabic ESL Students: an Investigation of L1 Transfer through Error Analysis
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In: Dissertations and Theses (2018)
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Foreign language anxiety: a study of Australian language students of Chinese
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Law, April. - : Sydney, Australia : Macquarie University, 2018
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| 18 |
¿Esto Funciona?: Studying the Influences of Peer Tutoring on Student Performance in the Spanish Language-learning Process
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In: Doctoral Dissertations and Projects (2018)
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Calgary Working Papers in Linguistics, Volume 30, Fall 2018 ...
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Unkn Unknown. - : Calgary Working Papers in Linguistics, 2018
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| 20 |
An Interventionist Approach to Language Study Abroad: Exploring Metalinguistic Awareness in the Acquisition of Spanish through Digital Portfolio Documentation and Expert Mentorship
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In: Electronic Thesis and Dissertation Repository (2018)
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