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| Autor/inn/en | Gass, Susan M.; Torres, Maria Jose Alvarez |
|---|---|
| Titel | Attention when?: An Investigation of the Ordering Effect of Input and Interaction |
| Quelle | In: Studies in Second Language Acquisition, 27 (2005) 1, S.1-31 (31 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0272-2631 |
| DOI | 10.1017/S0272263105050011 |
| Schlagwörter | Control Groups; Form Classes (Languages); Vocabulary; Pretests Posttests; Spanish; Linguistic Input; Second Language Learning; Grammar; Interaction; Language Research; Language Skills; Skill Development; Second Language Instruction; Teaching Methods |
| Abstract | This paper investigates the effects of input and interaction as separate entities and in combination. We further investigate these effects as a function of different language areas. One hundred two learners of L2 Spanish were provided with input on (a) Spanish gender agreement (noun + adjective), (b) "estar" + location, and (c) seven vocabulary items. There were four conditions: (a) material focused solely on input, (b) material focused solely on interaction, (c) input-focused material followed by interaction, and (d) interaction-focused material followed by input. A control group completed a pretest and posttest. In general, greatest improvement from pretest to posttest for all conditions was noted for vocabulary. Learners exposed to input and interaction in combination showed greater improvement than those in conditions with only input or only interaction. In the two grammatical areas (gender agreement and "estar" + location), learners who received interaction followed by input showed greatest improvement. We consider issues such as complexity and abstractness to account for the findings of differential effects on language areas. (Author). |
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| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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