The Effectiveness of Guided Induction versus Deductive Instruction on the Development of Complex Spanish "Gustar" Structures: An Analysis of Learning Outcomes and Processes

Autor/inn/en	Cerezo, Luis; Caras, Allison; Leow, Ronald P.
Titel	The Effectiveness of Guided Induction versus Deductive Instruction on the Development of Complex Spanish "Gustar" Structures: An Analysis of Learning Outcomes and Processes
Quelle	In: Studies in Second Language Acquisition, 38 (2016) 2, S.265-291 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-2631
DOI	10.1017/S0272263116000139
Schlagwörter	Instructional Effectiveness; Spanish; Second Language Learning; Second Language Instruction; Verbs; Task Analysis; Linguistic Input; Video Games; Oral Language; Written Language; Meta Analysis; Teaching Methods; Grammar; Outcomes of Education; English; Native Language; Conventional Instruction; Protocol Analysis; Online Courses; Pretests Posttests; Qualitative Research; Learning Processes; Control Groups + Suchen Sie Ihr Suchwort? Unterrichtserfolg; Spanisch; Zweitsprachenerwerb; Fremdsprachenunterricht; Aufgabenanalyse; Sprachbildung; Video game; Videospiel; Videospiele; Oral interpretation; Mündlicher Sprachgebrauch; Geschriebene Sprache; Meta-analysis; Metaanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; Grammatik; Lernleistung; Schulerfolg; English language; Englisch; Online course; Online-Kurs; Qualitative Forschung; Learning process; Lernprozess
Abstract	Meta-analytic research suggests an edge of explicit over implicit instruction for the development of complex L2 grammatical structures, but the jury is still out as to which type of explicit instruction--"deductive" or "inductive," where rules are respectively provided or elicited--proves more effective. Avoiding this dichotomy, accumulating research shows superior results for guided induction, in which teachers help learners co-construct rules by directing their attention to relevant aspects in the input and asking guiding questions. However, no study has jointly investigated the effects of "guided induction" on both learning outcomes and processes, or whether guided induction can prove effective outside classroom settings where teacher mediation is not possible. In this study, which targeted the complex Spanish "gustar" structures, 70 English-speaking learners of beginning Spanish received either guided induction via a videogame, deductive instruction in a traditional classroom setting, or no instruction. Learning outcomes were measured via one receptive and two controlled production tasks (oral and written) with old and new items. Results revealed that while both instruction groups improved across time, outperforming the control group, the guided induction group achieved higher learning outcomes on all productive posttests (except immediate oral production) and experienced greater retention. Additionally, the think-aloud protocols of the guided induction group revealed high levels of awareness of the L2 structure and a conspicuous activation of recently learned knowledge, which are posited to have contributed to this group's superior performance. These findings thus illustrate, quantitatively and qualitatively, the potential of guided induction for the development of complex L2 grammar in online learning environments. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01