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Autor/inn/en | Zhang, Xiaopeng; Mai, Chunping |
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Titel | Impact of Constructional Complexity and Intralingual Influence on the Effectiveness of Skewed Input |
Quelle | In: Language Teaching Research, 27 (2023) 5, S.1217-1245 (29 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Zhang, Xiaopeng) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1362-1688 |
DOI | 10.1177/1362168820981395 |
Schlagwörter | Linguistic Input; Second Language Learning; Second Language Instruction; English (Second Language); Language Proficiency; Language Tests; Teaching Methods; Instructional Effectiveness; Learning Processes; Grammar; High School Students; Chinese; Native Speakers; Foreign Countries; Interference (Language); Comparative Analysis; Morphemes; Computer Assisted Testing; China Sprachbildung; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Language skill; Language skills; Sprachkompetenz; Language test; Sprachtest; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Learning process; Lernprozess; Grammatik; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; China; Chinesen; Muttersprachler; Ausland; Morphem |
Abstract | This article reports on two studies, testing how three different types of input (skewed first, skewed random and balanced) affect second language (L2) learning of English present counterfactual (IF-Is) and past counterfactual (IF-IIs) conditionals, two constructions differing in complexity. The experiment included a proficiency test, a pretest, a posttest and a delayed posttest for both IF-Is and IF-IIs. Results suggest that the three types of input did not affect learning gains within the two complexity conditions. However, there was a difference in learning gains between the two conditions, namely that more gains were made in the simpler condition (i.e. IF-Is). In a follow-up study, effects of intralingual influence were tested. Participants who had studied IF-Is were taught the more complex construction, IF-IIs. Again, there were three different types of input (skewed first, skewed random and balanced). Results suggest that participants who received skewed input had higher gains and were less influenced by IF-Is they had learned before. Based on this, we concluded that skewed first input was able to effectively reduce the influence of IF-Is on IF-IIs during L2 learning. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |