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ERIC Number: EJ1063016
Record Type: Journal
Publication Date: 2015-Jun
Pages: 32
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0272-2631
How Explicit Knowledge Affects Online L2 Processing: Evidence from Differential Object Marking Acquisition
Andringa, Sible; Curcic, Maja
Studies in Second Language Acquisition, v37 n2 p237-268 Jun 2015
Form-focused instruction studies generally report larger gains for explicit types of instruction over implicit types on measures of controlled production. Studies that used online processing measures--which do not readily allow for the application of explicit knowledge--however, suggest that this advantage occurs primarily when the target structure is similar in the first language (L1) and the second language (L2). This study investigated how explicit knowledge of a structure that does not exist in the L1 affects the initial stage of adult L2 acquisition. Fifty-one Dutch L1 speakers received a short auditory exposure (instruction) to a new language that included differential object marking (DOM), in which animate but not inanimate direct objects are preceded by a preposition. For 26 learners, the instruction was complemented by a brief rule explanation. Afterward, learners' online processing and explicit knowledge of DOM were measured by means of eye-tracking (visual world paradigm) and oral grammaticality judgments. Results show that metalinguistic information promoted learners' performance on the grammaticality judgment task. Although differences between the groups were also found on the eye-tracking measure, learners were not able to use DOM to predict the following object.
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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