Positive Effects of Passive Voice Exposure on Children's Passive Production during a Classroom Story-Telling Training

Autor/inn/en	Garraffa, Maria; Smart, Francesca; Obregón, Mateo
Titel	Positive Effects of Passive Voice Exposure on Children's Passive Production during a Classroom Story-Telling Training
Quelle	In: Language Learning and Development, 17 (2021) 3, S.241-253 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1547-5441
DOI	10.1080/15475441.2021.1875830
Schlagwörter	Teaching Methods; Story Telling; English; Monolingualism; Priming; Grammar; Memory; Language Acquisition; Task Analysis; Sentences; Language Processing; Learning Activities; Syntax; Linguistic Input; Elementary School Students; Fairy Tales; Scoring; Readability Formulas; Foreign Countries; United Kingdom (Scotland); Dale Chall Readability Formula + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; English language; Englisch; Grammatik; Gedächtnis; Sprachaneignung; Spracherwerb; Aufgabenanalyse; Sentence analysis; Satzanalyse; Sprachverarbeitung; Lernaktivität; Sprachbildung; Fairy tale; Fairytale; Fairytales; Fairy-tale; Fairy-tales; Märchen; Bewertung; Ausland
Abstract	The present study investigated the effect of classroom-based syntactic training on children's abilities to produce passive sentences. Thirty-three monolingual English children (mean age 5;2), were involved in passive-voice training based on storytelling sessions within a priming design. The training was delivered in a classroom setting, with two classes randomly allocated to either an active sentence or a passive sentence training structure. All children were individually tested at post-training. Children in the passive condition generated 3.6 more passives than the children in the active voice condition. Pre-training language and memory abilities, as measured by both grammatical level with a standardized sentence comprehension task (TROG-2) and a verbal working memory task (Digit Span), were unrelated to number of passives produced at post training. The study supports and expands recent evidence on the benefit of rich language exposure in the classroom context and on the quick dynamic adaptation of the implicit learning mechanisms to language exposure activities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01