ERIC Number: EJ945915
Record Type: Journal
Publication Date: 2011-Dec
Pages: 41
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0023-8333
EISSN: N/A
The Roles of Structured Input Activities in Processing Instruction and the Kinds of Knowledge They Promote
Marsden, Emma; Chen, Hsin-Ying
Language Learning, v61 n4 p1058-1098 Dec 2011
This study aimed to isolate the effects of the two input activities in Processing Instruction: referential activities, which force learners to focus on a form and its meaning, and affective activities, which contain exemplars of the target form and require learners to process sentence meaning. One hundred and twenty 12-year-old Taiwanese learners of English as a foreign language were assigned to one of four groups: Referential + Affective, Referential only, Affective only, or Control. The treatments were computer-based. Pretests, posttests, and delayed posttests, including a timed grammaticality judgment, a written gap-fill, an oral picture narration, and a short semistructured conversation, measured learning of the "-ed" past tense verb inflection. Findings suggested that referential activities were responsible for the learning gains observed, that affective activities did not provide additional benefits in terms of learning "-ed," and that the gains observed displayed some broadly defined characteristics of explicit knowledge.
Descriptors: Pretests Posttests, Children, Form Classes (Languages), Grammar, Linguistic Input, Second Language Learning, Language Processing, Second Language Instruction, Affective Behavior, English (Second Language), Computer Assisted Instruction, Oral Language, Narration, Task Analysis, Morphemes, Verbs, Teaching Methods, Achievement Gains, Pictorial Stimuli, Role
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Taiwan
Grant or Contract Numbers: N/A