ERIC Number: EJ1018110
Record Type: Journal
Publication Date: 2013-Sep
Abstractor: As Provided
Reference Count: N/A
Transfer-of-Training Effects in Processing Instruction: The Role of Form-Related Explicit Information
White, Justin P.; DeMil, Andrew J.
Studies in Second Language Acquisition, v35 n3 p519-544 Sep 2013
This study compares the effects of processing instruction (PI), structured input (SI), and form-related explicit information (FREI) on a primary target form (i.e., third-person Spanish accusative clitics) and on a secondary form (i.e., third-person Spanish dative clitics). Participants included 151 adult learners enrolled in a beginning-level Spanish course. Findings revealed that SI is as effective on the primary target form as PI immediately after treatment; however, the FREI component of PI may play a positive role at the delayed posttest, as exhibited by the fact that the PI group maintained gains, whereas the SI group, although improved from the pretest, did not. Learners exposed to both PI and SI also demonstrated gains on the secondary target form, which suggests a transfer-of-training effect for both interventions. As such, we discuss the theoretical and methodological ramifications of these findings.
Descriptors: Transfer of Training, Second Language Learning, Role, Grammar, Teaching Methods, Second Language Instruction, Spanish, Introductory Courses, Intervention, Pretests Posttests, Adults, Comparative Analysis, Linguistic Input, Instructional Effectiveness
Cambridge University Press. The Edinburgh Building, Shaftesbury Road, Cambridge, CB2 8RU, UK. Tel: 800-872-7423; Tel: 845-353-7500; Tel: +44-1223-326070; Fax: 845-353-4141; Fax: +44-1223-325150; e-mail: firstname.lastname@example.org; Web site: http://www.cambridge.org
Publication Type: Reports - Research; Journal Articles
Education Level: N/A
Authoring Institution: N/A