Context and Generalizability in Multisite L2 Classroom Research: The Impact of Deductive versus Guided Inductive Instruction

Autor/inn/en	Moranski, Kara; Zalbidea, Janire
Titel	Context and Generalizability in Multisite L2 Classroom Research: The Impact of Deductive versus Guided Inductive Instruction
Quelle	In: Language Learning, 72 (2022), S.41-82 (42 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Moranski, Kara) ORCID (Zalbidea, Janire)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0023-8333
DOI	10.1111/lang.12487
Schlagwörter	Second Language Learning; Second Language Instruction; Teaching Methods; Logical Thinking; High School Students; Pretests Posttests; Accuracy; Decision Making; Grammar; Task Analysis; Context Effect; Form Classes (Languages); Auditory Perception; Language Usage; Writing (Composition); Speech Communication; Generalization; Correlation + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Decision-making; Entscheidungsfindung; Grammatik; Aufgabenanalyse; Analytischer Sprachbau; Auditive Wahrnehmung; Akustische Wahrnehmung; Akustik; Sprachgebrauch; Schreibübung; Korrelation
Abstract	This study employed a multisite design to investigate the differential impact of deductive and guided inductive instruction for second language (L2) grammar development in ecologically valid classroom contexts. Students (n = 138) from eight intact third-year L2 Spanish classes in three public high schools in the United States received deductive instruction (n = 49), guided inductive instruction via PACE (n = 49), or no explicit instruction (n = 40) on the pronoun "se" in non-agentive constructions. Learning was measured with pre-, post-, and delayed posttests of auditory acceptability judgment and written production tasks. Multilevel models indicated that both instructional groups evidenced L2 development in producing "se" in non-agentive contexts, but only deductive groups were more accurate than controls for acceptability judgments. Findings also provided evidence of overgeneralization of "se," especially for deductive groups. Intraclass correlation coefficients revealed variance related to the socio-local contexts of classrooms, teachers, and schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01