Two Birds, One Stone, or How Learning a Foreign Language Makes You a Better Language Learner

Autor/inn/en	Lado, Beatriz; Bowden, Harriet Wood; Stafford, Catherine; Sanz, Cristina
Titel	Two Birds, One Stone, or How Learning a Foreign Language Makes You a Better Language Learner
Quelle	In: Hispania, 100 (2017) 3, S.361-378 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-2133
DOI	10.1353/hpn.2017.0064
Schlagwörter	Second Language Learning; Learning Processes; Bilingualism; Educational Experiments; Semantics; English; Latin; Metalinguistics; Feedback (Response); Computer Assisted Instruction; Accuracy; Novices; Advanced Students; Prior Learning; Multilingualism; Language Tests; Listening Comprehension Tests; Pretests Posttests; Statistical Analysis; Educational Benefits; Vocabulary Development + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Learning process; Lernprozess; Bilingualismus; Schulversuch; Semantik; English language; Englisch; Latein; Metalanguage; Metasprache; Computer based training; Computerunterstützter Unterricht; Fortgeschrittener; Vorkenntnisse; Mehrsprachigkeit; Multilingualismus; Language test; Sprachtest; Hörverstehensübung; Statistische Analyse; Bildungsertrag; Wortschatzarbeit
Abstract	Experience with a second language (L2) has been shown to facilitate learning of a third or subsequent language (L3) (Sanz 2000). However, little is known about how much L2 experience is needed before benefits for L3 development emerge, or about whether effects depend on type of L3 instruction. We report two experiments investigating initial learning of semantic role (agent/patient) assignment in L3 Latin by native English speakers at different levels of formal experience in L2 Spanish (Beginning, Intermediate, Advanced, Very Advanced). In Experiment 1, (N = 76), learners engaged in a computerized Latin practice session that included metalinguistic information in feedback. In Experiment 2, (N = 0), feedback indicated only if learners' responses in practice were right or wrong. Development was operationalized as improvement in accuracy and/or reaction time. Results showed that when feedback was metalinguistic, an intermediate level of formal L2 experience was enough to yield an advantage, however only those learners with very advanced L2 experience showed longer-term retention of that advantage. In contrast, in the absence of metalinguistic feedback, very advanced experience was required for any advantage to appear. These results inform classroom accommodations for learners with different levels of previous language experience. (As Provided).
Anmerkungen	American Association of Teachers of Spanish and Portuguese, Inc. 900 Ladd Road, Walled Lake, MI 48390. Tel: 248-960-2180; Fax: 248-960-9570; e-mail: AATSPoffice@aatsp.org; Web site: http://www.aatsp.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01