ERIC Number: ED341249
Record Type: RIE
Publication Date: 1991
Reference Count: N/A
Instruction or Interaction? A Study of the Acquisition of Modals by Beginning Non-Native Speakers.
Linnell, Julian D.
The question addressed in this paper is whether explicit instruction makes any difference in the acquisition of modals or whether opportunities for interaction are sufficient. Eight non-native speakers (NNSs), aged 17-35 and representing several nationalities, were tested. The language focus was "will,""be going to," and "won't." A covariance analysis was applied 1 year later. Results suggest that minimal instruction (1 hour per week over a 6 week period) from one instructor to four NNSs can make a difference at the elementary level, and that instruction was significant even for more difficult grammar such as modals. This study underscores the difficulties of quasi-experimental research in second language acquisition. It is suggested that future work could investigate the role and effects of consciousness-raising and learnability/teachability on the rate of acquisition and levels of ultimate attainment. Contains 16 references. (LB)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers: Modals (Verbs)
Note: In: PENN Working Papers, Volume 7, Number 2/Fall 1991; see FL 020 001. p83-92.