Processing Instruction and the Effects of Input Modality and Voice Familiarity on the Acquisition of the French Causative Construction

Autor/inn/en	Ito, Kiwako; Wong, Wynne
Titel	Processing Instruction and the Effects of Input Modality and Voice Familiarity on the Acquisition of the French Causative Construction
Quelle	In: Studies in Second Language Acquisition, 41 (2019) 2, S.443-468 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-2631
Schlagwörter	French; Teaching Methods; Eye Movements; Second Language Learning; Second Language Instruction; Grammar; Cues; Sentence Structure; Linguistic Input; Language Processing; Accuracy; Pictorial Stimuli; Nouns; Familiarity; Gender Differences; Auditory Stimuli; Written Language; Task Analysis + Suchen Sie Ihr Suchwort? Französisch; Teaching method; Lehrmethode; Unterrichtsmethode; Augenbewegung; Zweitsprachenerwerb; Fremdsprachenunterricht; Grammatik; Stichwort; Satzbau; Satzstruktur; Sprachbildung; Sprachverarbeitung; Fantasieanregung; Geschlechterkonflikt; Auditive Stimulation; Geschriebene Sprache; Aufgabenanalyse
Abstract	Two eye-tracking experiments tested (a) whether L2 learners benefit from the consistency of input modality (auditory instead of written processing instruction [PI] training) and (b) whether they benefit from training using the same voice as the test voice. Results confirmed a robust effect of PI training on picture-selection accuracy, yet the improvement did not differ between training modalities. Eye-tracking data revealed resilient looks to the incorrect (first noun = agent) picture even after training, demonstrating the challenge in tuning to the grammatical forms while processing auditory L2 input. The effect of voice familiarity was larger for the male voice, which had longer duration for the later cue ("à Marie/Pierre") than the female voice. Auditory PI training can be as effective as written PI training, but it does not immediately enhance learners' sensitivity to grammatical cues. However, learners may benefit from hearing a salient grammatical cue toward the end of the sentence. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01