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Managing Oral and Written Data from an ESL Corpus from Canadian Secondary School Students in a Compulsory, School-Based ESL Program
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Expectation violation enhances the development of new abstract syntactic representations: evidence from an artificial language learning study ...
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Prediction and error-based learning in L2 processing and acquisition : a conceptual review
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Expectation Violation Enhances the Development of New Abstract Syntactic Representations : Evidence from an Artificial Language Learning Study
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Eliciting and measuring L2 metaphoric competence : three decades on from Low (1988)
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Elicited metaphoric competence in a second language : a construct associated with vocabulary knowledge and general proficiency?
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Towards a credibility revolution in bilingualism research : Open data and materials as stepping stones to more reproducible and replicable research
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Introduction of Methods Showcase Articles in Language Learning
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Signatures of automaticity during practice : Explicit instruction about L1 processing routines can improve L2 grammatical processing.
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Investigating distribution of practice effects for the learning of foreign language verb morphology in the young learner classroom
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Using explicit instruction about L1 to reduce crosslinguistic effects in L2 grammar learning : Evidence from oral production in L2 French.
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A meta-analysis of sensitivity to grammatical information during self-paced reading: Towards a framework of reference for reading time effect sizes.
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Inclusion of Research Materials When Submitting an Article to Language Learning
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Investigating distribution of practice effects for the learning of foreign language verb morphology in the young learner classroom
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A Methodological Synthesis of Self-Paced Reading in Second Language Research : Methodological synthesis of SPR tests
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Introducing Registered Reports at Language Learning: Promoting Transparency, Replication, and a Synthetic Ethic in the Language Sciences
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Towards ecological validity in research into input-based practice : Form spotting can be as beneficial as form-meaning practice
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Abstract:
This study extends previous input-based grammar instruction research (for reviews, DeKeyser and Prieto Botana 2015; Shintani 2015) by comparing two types of input-based practice, each with the same explicit information, for learning L2 German definite article case-marking cues (der, den). Participants (N=138, aged nine to 11) received explicit information followed by either task-essential practice in making form-meaning connections (referential activities from Processing Instruction) OR task-essential practice in spotting the form (noticing activities). Both interventions yielded equivalent durable gains across six ecologically valid tests of comprehension and production (written and oral modalities), compared to negligible gains in a Control group. The findings revealed that, following explicit information, input practice requiring noticing of the target feature (as proposed by Svalberg 2012) was equally effective as task-essential form-meaning connection practice, shedding important light on previous claims in the research agenda on task-essential input practice (e.g. Marsden 2006; Marsden and Chen 2011). Responding to calls for ecologically valid effect-of-instruction research (Mitchell 2000; Spada 2015), this classroom study demonstrates the efficacy of grammar practice for young learners within input-poor foreign language classrooms.
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URL: https://eprints.whiterose.ac.uk/113302/1/Kasprowicz_Marsden_in_press_Input_practice_App_Ling.pdf https://eprints.whiterose.ac.uk/113302/ https://doi.org/10.1093/applin/amw051
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Replication in second language research : Narrative and systematic reviews, and recommendations for the field.
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Multisite replication in second language acquisition research : Attention to form during listening and reading comprehension
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