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ERIC Number: EJ1065479
Record Type: Journal
Publication Date: 2015-Jun
Pages: 21
Abstractor: As Provided
ISSN: ISSN-0018-2133
The Effect of Input-Based Instruction Type on the Acquisition of Spanish Accusative Clitics
White, Justin
Hispania, v98 n2 p264-284 Jun 2015
The purpose of this paper is to compare structured input (SI) with other input-based instructional treatments. The input-based instructional types include: input flood (IF), text enhancement (TE), SI activities, and focused input (FI; SI without implicit negative feedback). Participants included 145 adult learners enrolled in an intermediate Spanish course. Learners completed a pretest, treatment, immediate posttest, delayed post-test (three weeks after treatment) and an extended delayed post-test (six weeks after treatment) measuring both interpretation and production of the Spanish accusative clitics. The results revealed significant findings for all groups on the interpretation task, with SI being the most robust. The findings for the production measures are not so straightforward; however, all groups showed some improvement. The theoretical and methodological ramifications of these findings are discussed.
American Association of Teachers of Spanish and Portuguese, Inc. 900 Ladd Road, Walled Lake, MI 48390. Tel: 248-960-2180; Fax: 248-960-9570; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Florida
Grant or Contract Numbers: N/A