The Role of Instruction: An Update

Autor/in	Benati, Alessandro
Titel	The Role of Instruction: An Update
Quelle	In: Language Teaching Research Quarterly, 11 (2019), S.11-19 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2667-6753
Schlagwörter	Instruction; Role; Instructional Effectiveness; Educational Benefits; Epistemology; Measurement; Teaching Methods + Suchen Sie Ihr Suchwort? Teaching process; Unterrichtsprozess; Rollen; Unterrichtserfolg; Bildungsertrag; Erkenntnistheorie; Messverfahren; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Does instruction make a difference? This was the original question of a paper written by Michael Long (1983) in the 80s. Since then, scholars and practitioners have been debating on whether instruction makes a difference in the acquisition of language properties such as morphology and syntax. Contemporary theories have addressed this question by taking different positions around the role and effects of instruction. Researchers have investigated the effects of a number of different instructional treatments (e.g., textual enhancement, processing instruction, recasts). Overall, the main findings from empirical research on the effects of instruction seem to indicate that there are two main positions: (1) instruction has a limited and constrained role; and (2) instruction might have some beneficial effects (not on the route but on the rate of acquisition). Several key questions (VanPatten, Smith, & Benati, 2019) have been raised in this field about the nature and role of instruction and on what we really measure with instruction (explicit or implicit knowledge?). (As Provided).
Anmerkungen	European Knowledge Development (EUROKD). e-mail: editorial@eurokd.com; Web site: https://www.eurokd.com/journal/jd/1
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01