Traditional Instruction and Processing Instruction: German Dative Definite Articles.

Autor/inn/en	White, Justin P.; DeMill, Andrew; Rice, Michael H.
Titel	Traditional Instruction and Processing Instruction: German Dative Definite Articles.
Quelle	In: German as a foreign language, (2015) 1, S. 1-26 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Anhang; Abbildungen 2; Tabellen 7
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1470-9570
Schlagwörter	Empirische Forschung; Didaktik; Empirische Forschung; Didaktik; Methodik; Artikel (Ling); Deutsch als Fremdsprache; Vergleichende Analyse
Abstract	This study compares the effects of Processing Instruction (PI), an input-based instructional intervention, and Traditional Instruction (TI), an output-oriented instructional intervention targeting the German dative definite articles. Participants included 56 adult learners enrolled in a beginning level German language course. Learners completed a pretest, treatment, immediate posttest, and a delayed posttest (3 weeks after treatment) measuring both interpretation and production of the German dative definite articles. The results revealed significant immediate and long-term gains for PI on interpretation. Both PI and TI revealed immediate gains on production and PI maintained those gains, whereas TI did not. As such, the authors discuss the theoretical and methodological implications of these findings. (Verlag, adapt.).
Erfasst von	Informationszentrum für Fremdsprachenforschung, Marburg
Update	2022/2