The Roles of Structured Input Activities in Processing Instruction and the Kinds of Knowledge They Promote

Autor/inn/en	Marsden, Emma; Chen, Hsin-Ying
Titel	The Roles of Structured Input Activities in Processing Instruction and the Kinds of Knowledge They Promote
Quelle	In: Language Learning, 61 (2011) 4, S.1058-1098 (41 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0023-8333
DOI	10.1111/j.1467-9922.2011.00661.x
Schlagwörter	Pretests Posttests; Children; Form Classes (Languages); Grammar; Linguistic Input; Second Language Learning; Language Processing; Second Language Instruction; Affective Behavior; English (Second Language); Computer Assisted Instruction; Oral Language; Narration; Task Analysis; Morphemes; Verbs; Teaching Methods; Achievement Gains; Pictorial Stimuli; Role; Taiwan + Suchen Sie Ihr Suchwort? Child; Kind; Kinder; Analytischer Sprachbau; Grammatik; Sprachbildung; Zweitsprachenerwerb; Sprachverarbeitung; Fremdsprachenunterricht; Affective disturbance; Active behaviour; Affektive Störung; English as second language; English; Second Language; Englisch als Zweitsprache; Computer based training; Computerunterstützter Unterricht; Oral interpretation; Mündlicher Sprachgebrauch; Aufgabenanalyse; Morphem; Teaching method; Lehrmethode; Unterrichtsmethode; Achievement gain; Leistungssteigerung; Fantasieanregung; Rollen
Abstract	This study aimed to isolate the effects of the two input activities in Processing Instruction: referential activities, which force learners to focus on a form and its meaning, and affective activities, which contain exemplars of the target form and require learners to process sentence meaning. One hundred and twenty 12-year-old Taiwanese learners of English as a foreign language were assigned to one of four groups: Referential + Affective, Referential only, Affective only, or Control. The treatments were computer-based. Pretests, posttests, and delayed posttests, including a timed grammaticality judgment, a written gap-fill, an oral picture narration, and a short semistructured conversation, measured learning of the "-ed" past tense verb inflection. Findings suggested that referential activities were responsible for the learning gains observed, that affective activities did not provide additional benefits in terms of learning "-ed," and that the gains observed displayed some broadly defined characteristics of explicit knowledge. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10