The Impact of Instruction on Second-Language Implicit Knowledge: Evidence against Encapsulation

Autor/inn/en	Toth, Paul D.; Guijarro-Fuentes, Pedro
Titel	The Impact of Instruction on Second-Language Implicit Knowledge: Evidence against Encapsulation
Quelle	In: Applied Psycholinguistics, 34 (2013) 6, S.1163-1193 (31 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-7164
DOI	10.1017/S0142716412000197
Schlagwörter	Second Language Instruction; Second Language Learning; Spanish; Pictorial Stimuli; Task Analysis; Grammar; Generalization; Teaching Methods; High School Students; Incidental Learning; Pretests Posttests; Interference (Language); Native Language; Transfer of Training; Syntax; Semantics; Error Patterns; Verbs; Psycholinguistics + Suchen Sie Ihr Suchwort? Fremdsprachenunterricht; Zweitsprachenerwerb; Spanisch; Fantasieanregung; Aufgabenanalyse; Grammatik; Teaching method; Lehrmethode; Unterrichtsmethode; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Inzidentelles Lernen; Training; Transfer; Ausbildung; Semantik; Fehlertyp; Psycholinguistik
Abstract	This paper compares explicit instruction in second-language Spanish with a control treatment on a written picture description task and a timed auditory grammaticality judgment task. Participants came from two intact, third-year US high school classes, with one experiencing a week of communicative lessons on the Spanish clitic "se" ("n" = 15) and the other exposed to "se" only incidentally ("n" = 20). Explicit instruction consisted of grammar rules with sentence-level examples, followed by communicative tasks. Three test versions were administered within a split-bloc design as a pretest, immediate posttest, and delayed posttest 6 weeks after instruction. The instructed group increased targetlike uses of "se" on both tasks and sustained gains through the delayed posttest, although first-language transfer errors persisted. Meanwhile, overgeneralization errors centered on semantic and syntactic contexts similar to the instructional object, aligning with the unergative-unaccusative distinction among intransitive verbs. It is argued that the data provide evidence for the permeability of second-language implicit knowledge to explicit instruction and against total encapsulation as a model of the mind. (As Provided).
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Update	2017/4/10