A Generative Approach to the Instructed Second Language Acquisition of Spanish "se"

Autor/inn/en	Juffs, Alan; Fang, Shaohua
Titel	A Generative Approach to the Instructed Second Language Acquisition of Spanish "se"
Quelle	In: Language Learning, 72 (2022), S.83-124 (42 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Juffs, Alan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0023-8333
DOI	10.1111/lang.12483
Schlagwörter	Teaching Methods; Second Language Learning; Second Language Instruction; Spanish; Verbs; High School Students; Contrastive Linguistics; Nouns; Phrase Structure; Semantics; Student Attitudes; Decision Making; Linguistic Theory; Logical Thinking; Intervention; Morphology (Languages); Syntax + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Zweitsprachenerwerb; Fremdsprachenunterricht; Spanisch; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Linguistics; Kontrastive Linguistik; Phrasenstruktur; Semantik; Schülerverhalten; Decision-making; Entscheidungsfindung; Linguistische Theorie; Morphology; Morphologie
Abstract	This article focuses on the role of crosslinguistic patterns with verbs in the mapping of noun phrases/semantic roles to positions in morphosyntax, with a particular focus on second language (L2) development of Spanish "se." The data set derives from high school learners of Spanish in the United States under broadly deductive and inductive learning treatments leading to explicit awareness. Using linear mixed effects modeling (LME) and binomial logistic regression, an analysis of high school learners from three schools (total n = 138) showed that learners based their acceptability judgments of aurally presented sentences and written production on verb classes proposed in formal linguistic theory. However, effects of the instructional intervention were limited to production data. No advantage for either deductive or inductive instruction was identified. The data show a clear role for formal linguistic categories in explaining patterns in the data. Implications for fine-tuning instructional intervention and testing of verb classes are discussed. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11