NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1016015
Record Type: Journal
Publication Date: 2013-Nov
Pages: 31
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0142-7164
The Impact of Instruction on Second-Language Implicit Knowledge: Evidence against Encapsulation
Toth, Paul D.; Guijarro-Fuentes, Pedro
Applied Psycholinguistics, v34 n6 p1163-1193 Nov 2013
This paper compares explicit instruction in second-language Spanish with a control treatment on a written picture description task and a timed auditory grammaticality judgment task. Participants came from two intact, third-year US high school classes, with one experiencing a week of communicative lessons on the Spanish clitic "se" ("n" = 15) and the other exposed to "se" only incidentally ("n" = 20). Explicit instruction consisted of grammar rules with sentence-level examples, followed by communicative tasks. Three test versions were administered within a split-bloc design as a pretest, immediate posttest, and delayed posttest 6 weeks after instruction. The instructed group increased targetlike uses of "se" on both tasks and sustained gains through the delayed posttest, although first-language transfer errors persisted. Meanwhile, overgeneralization errors centered on semantic and syntactic contexts similar to the instructional object, aligning with the unergative-unaccusative distinction among intransitive verbs. It is argued that the data provide evidence for the permeability of second-language implicit knowledge to explicit instruction and against total encapsulation as a model of the mind.
Cambridge University Press. 100 Brook Hill Drive, West Nyack, NY 10994-2133. Tel: 800-872-7423; Tel: 845-353-7500; Fax: 845-353-4141; e-mail: subscriptions_newyork@cambridge.org; Web site: http://journals.cambridge.org/action/displayJournal?jid=APS
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A