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Hits 1 – 20 of 1.591
1
Implicit Instruction of Direct and Indirect Object Pronouns in Spanish through Technology-Mediated Task-Based Language Teaching
Lopez Vera, Alexandra
. - : eScholarship, University of California, 2022
Abstract:
Technology-Mediated Task-Based Language Teaching is the combination of technology with Task-Based Language Teaching (González-Lloret & Ortega, 2014) and emphasizes authentic communication and holistic language learning opportunities in Second Language Acquisition. Since its introduction almost thirty-five years ago, Task-Based Language Teaching has received widespread attention from researchers in the fields of Second Language education due to its collaborative nature and the interaction and negotiation of meaning that result from its implementation (Robinson, 2011). Task-Based Language Teaching represents a paradigm shift of mainstream views about language teaching from a focus on ‘knowledge of language’ to a pragmatic and experiential focus on ‘achiev[ing] communicative purposes’ (Scarino & Liddicoat, 2009, p. 45). Still, relatively few studies have addressed grammar acquisition in online courses from a Task-Based perspective. The present study sought to examine the effects of an online Task-Based Language Teaching module on the acquisition of direct and indirect object pronouns in Spanish. These grammatical structures are used very frequently by native Spanish speakers, but are less used by Spanish learners because of their difficulty. The main problem is that object clitics in Spanish normally create a structure that appears to be (Subject)-Object-Verb. This can be especially difficult for native speakers of English since these speakers are accustomed to Subject-Verb-Object. Furthermore, Spanish indirect object pronouns look exactly like direct object pronouns except for the third person singular and plural. Hence, learning how to use and distinguish between the direct object and indirect object pronouns is challenging. The results of this study demonstrate the benefits of using an online Task-Based Language Teaching module specially designed for the acquisition of direct and indirect object pronouns in Spanish. Participants in the experimental group used the target structures on many occasions, and their results exceeded those of the control group—the mean of the experimental group was 7.50, whereas the mean of the control group was 1.23. Similarly, students in the experimental group also produced five times more instances of the target structures than students in the control group in an identical final exam activity that both groups had to complete—3.22 vs 0.64, respectively. Thus, the data obtained in this study manifest that technology-mediated TBLT can be particularly valuable in the acquisition of L2 grammar.
Keyword:
Applied Linguistics
;
Education
;
L2 Grammar Teaching
;
Language
;
Linguistics
;
Second Language Teaching
;
Spanish as a Second Language
;
Task-Based Language Teaching
;
Technology-Mediated Task-Based Language Teaching
URL:
https://escholarship.org/uc/item/6593c5dm
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2
Experiment 2: Jury Suggestibility: The Effect of Judicial Instruction on Juror’s use of Covert Recording Transcripts ...
Zhang, Ruichun
. - : Open Science Framework, 2022
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3
Deniability: Investigating the Folk Concept of Pain ...
Willemsen, Pascale
. - : Open Science Framework, 2022
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4
Collaborative Mobilizations of Interbodied Communication for Cooperative Action
Hellermann, John
;
Thorne, Steven L.
In: Applied Linguistics Faculty Publications and Presentations (2022)
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5
Examining the Perspectives of Adult Working Learners and Key Stakeholders Using Critical Race Theory
Jacobs, Gloria E.
;
Castek, Jill
;
Harris, Kathy
...
In: Applied Linguistics Faculty Publications and Presentations (2022)
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6
Case Study in Activist Applied Linguistics: Working with the Oregon Judicial Department for the Accessibility of Domestic Relations Information
Wayland, AmandaLyn R
;
Ford, Jamal R
;
Mortensen, Abbee A
In: Student Research Symposium (2022)
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7
Concept Mapping – Refining Your Manuscript Idea ...
University of Missouri 2021
. - : Underline Science Inc., 2022
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8
Do we recognize whether a man's masculinity is threatened? An auditory perception experiment ...
Nigbur, Laszlo
. - : Open Science Framework, 2022
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9
How biased are listeners towards second language speech? A replication and extension ...
Wiener, Seth
. - : Open Science Framework, 2022
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10
Plain Language or Anything But?
Coxhead, Averil
;
Drayton, Jennifer F
In: Journal of Aviation/Aerospace Education & Research (2022)
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11
Emotion, discourse, and linguistic diversity: Emotions in grammar and discourse in northern Australia ...
Languaging Diversity 2021 2021
;
Ponsonnet, Maïa
. - : Underline Science Inc., 2022
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12
The contributions of phonological awareness and decoding on spelling in isiXhosa Grade 3 readers ...
Schaefer, Maxine
. - : Open Science Framework, 2022
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13
Élaboration d’une liste pour l’enseignement du vocabulaire considérant la fréquence d’utilisation à l’oral et la polysémie ...
Caron-Diotte, Mathieu
. - : Open Science Framework, 2022
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14
Ecosystem of Workplace Education and Training: Where Do Learners Fit?
Harris, Kathy
;
Vanek, Jen
;
Castek, Jill
...
In: 21CLEO Presentations and Publications (2022)
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15
Linguistic Complexity and Planning Effects on Word Duration in Hindi Read Aloud Speech
Ranjan, Sidharth
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Rajkumar, Rajakrishnan
;
Agarwal, Sumeet
In: Proceedings of the Society for Computation in Linguistics (2022)
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16
Linguistic Estoppel: A Custodial Interrogation Subject’s Reliance on Traditional Language Customs when Facing Unknown Expectations for Legally Efficacious Speech
Smith, Taylor J.
In: BYU Law Review (2021)
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17
The Medicalisation of Gender Nonconformity through Language: a Keywords Analysis
Galluzzo, Angelo Cosma
In: sprinkle: an undergraduate journal of feminist and queer studies (2021)
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18
Dissociating Socioeconomic Influences on Maternal Language Input and Child Language Outcomes
Kulawska, Klaudia
In: Honors Theses (2021)
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19
Kanji learning by Japanese language learners from alphabetic backgrounds: an examination of how ‘component analysis’ impacts learners of differential proficiencies
Hurley, Ian
. - : Dublin City University. School of Applied Language and Intercultural Studies, 2021
In: Hurley, Ian (2021) Kanji learning by Japanese language learners from alphabetic backgrounds: an examination of how ‘component analysis’ impacts learners of differential proficiencies. PhD thesis, Dublin City University. (2021)
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20
Science and Spirit of Language in Indian Culture
Sondhi, Sunil
In: ISSN: 2456-8201 ; Kalakalpa IGNCA Journal for Arts ; https://hal.archives-ouvertes.fr/hal-03225767 ; Kalakalpa IGNCA Journal for Arts, Indira Gandhi National Center for the Arts, 2021 (2021)
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