The Instructed Learning of Form-Function Mappings in the English Article System

Autor/inn/en	Zhao, Helen; MacWhinney, Brian
Titel	The Instructed Learning of Form-Function Mappings in the English Article System
Quelle	In: Modern Language Journal, 102 (2018) 1, S.99-119 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0026-7902
DOI	10.1111/modl.12449
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Cues; Form Classes (Languages); Metalinguistics; Feedback (Response); Cloze Procedure; Linguistic Input; Reaction Time; Guidelines; Language Tests; Accuracy; Models; Computer Assisted Instruction; Teaching Methods + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Stichwort; Analytischer Sprachbau; Metalanguage; Metasprache; Lückentext; Sprachbildung; Reaktionsvermögen; Richtlinien; Language test; Sprachtest; Analogiemodell; Computer based training; Computerunterstützter Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This article analyzes the instructed learning of the English article system by second language (L2) learners. The Competition Model (MacWhinney, 1987, 2012) was adopted as the theoretical framework for analyzing the cues to article usage and for designing effective computer-based article instruction. Study 1 found that article cues followed a Zipfian distribution for availability or frequency and that the cues had overall high reliabilities. Study 2 assessed the initial level of cue reliance in a group of intermediate-advanced L2 learners. As expected, the input variables of "cue availability" and "cue reliability" clearly influenced both the accuracy of learners' choices in a cloze test format and the subjects' response times. Study 3 demonstrated that the form-function mappings relevant for native-like article choice can be taught in two 1-hour sessions using the strategy of "cue focusing." The type of explicit instruction (analogical, i.e., by giving analogous examples without metalinguistic comments, vs. metalinguistic feedback) had an additional effect on response time, while both instruction types led to a similar increase in accuracy. These findings are novel and are highly relevant to both theory and pedagogy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01