Using Explicit Instruction about L1 to Reduce Crosslinguistic Effects in L2 Grammar Learning: Evidence from Oral Production in L2 French

Autor/inn/en	McManus, Kevin; Marsden, Emma
Titel	Using Explicit Instruction about L1 to Reduce Crosslinguistic Effects in L2 Grammar Learning: Evidence from Oral Production in L2 French
Quelle	In: Modern Language Journal, 103 (2019) 2, S.459-480 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (McManus, Kevin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0026-7902
DOI	10.1111/modl.12567
Schlagwörter	Direct Instruction; Teaching Methods; Second Language Instruction; Oral Language; French; Comprehension; Accuracy; Language Proficiency; Verbs; Morphology (Languages); Grammar + Suchen Sie Ihr Suchwort? Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Teaching method; Lehrmethode; Unterrichtsmethode; Fremdsprachenunterricht; Oral interpretation; Mündlicher Sprachgebrauch; Französisch; Verstehen; Verständnis; Language skill; Language skills; Sprachkompetenz; Morphology; Morphologie; Grammatik
Abstract	This study advances previous research about the effects of explicit instruction on second language (L2) development by examining learners' use of verbal morphology following different types of explicit information (EI) and comprehension practice. We investigated the extent to which additional EI about the first language (L1) can reduce the effects of crosslinguistic influence in L2 oral production. Sixty-nine English-speaking learners of L2 French undertook either: (a) a 'core' treatment of EI about the L2 with L2 comprehension practice, (b) the same L2 core + L1 comprehension practice, (c) the same L2 core + L1 comprehension practice + EI about L1, or (d) outcome tests only. Results showed that providing additional EI about the L1 benefitted the accuracy of oral production immediately after the instruction and then 6 weeks later. These results suggest that tailoring instruction, specifically the nature of the EI, to the nature of the learning problem can facilitate L2 learning. In particular, EI about L1 can facilitate L2 learning by increasing learners' awareness of similarities and differences in how L1 and L2 express the same meanings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01