Awareness of L1 Form-Meaning Mappings Can Reduce Crosslinguistic Effects in L2 Grammatical Learning

Autor/in	McManus, Kevin
Titel	Awareness of L1 Form-Meaning Mappings Can Reduce Crosslinguistic Effects in L2 Grammatical Learning
Quelle	In: Language Awareness, 28 (2019) 2, S.114-138 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (McManus, Kevin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-8416
DOI	10.1080/09658416.2019.1620756
Schlagwörter	Metalinguistics; Native Language; Second Language Learning; Grammar; French; Transfer of Training; Contrastive Linguistics; Oral Language; Language Tests; Cloze Procedure; English; Teaching Methods; Reading Tests; Decision Making; Cognitive Mapping; Computer Assisted Testing; Test Format; Honors Curriculum; Undergraduate Students; Foreign Countries; Pretests Posttests; United Kingdom (England) + Suchen Sie Ihr Suchwort? Metalanguage; Metasprache; Zweitsprachenerwerb; Grammatik; Französisch; Training; Transfer; Ausbildung; Linguistics; Kontrastive Linguistik; Oral interpretation; Mündlicher Sprachgebrauch; Language test; Sprachtest; Lückentext; English language; Englisch; Teaching method; Lehrmethode; Unterrichtsmethode; Lesetest; Decision-making; Entscheidungsfindung; Testentwicklung; Ausland
Abstract	The present study examined the extent to which first language (L1) awareness can benefit second language (L2) grammatical learning of the French "Imparfait", a crosslinguistically complex target feature. Sixty-nine English-speaking learners of L2 French received different types of explicit information (EI) about L2 or L2 + L1 form-meaning mappings. A 'core' treatment received by all learners consisted of EI about L2 with L2 comprehension-based practice of French sentences. Two further treatments examined the impact of additional (i) EI about L1 and (ii) comprehension practice of L1 sentences. Results from an online self-paced reading test, offline judgment tests (in reading and listening) and an oral sentence completion test with source of knowledge probes showed that performance immediately after the instruction and then six weeks later improved only for learners exhibiting L1 awareness. These results suggest that awareness of L1 form-meaning mappings can benefit L2 grammar learning of a crosslinguistically complex target feature. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01