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ERIC Number: EJ1103508
Record Type: Journal
Publication Date: 2016-Jun
Pages: 27
Abstractor: As Provided
ISSN: ISSN-0272-2631
The Effectiveness of Guided Induction versus Deductive Instruction on the Development of Complex Spanish "Gustar" Structures: An Analysis of Learning Outcomes and Processes
Cerezo, Luis; Caras, Allison; Leow, Ronald P.
Studies in Second Language Acquisition, v38 n2 p265-291 Jun 2016
Meta-analytic research suggests an edge of explicit over implicit instruction for the development of complex L2 grammatical structures, but the jury is still out as to which type of explicit instruction--"deductive" or "inductive," where rules are respectively provided or elicited--proves more effective. Avoiding this dichotomy, accumulating research shows superior results for guided induction, in which teachers help learners co-construct rules by directing their attention to relevant aspects in the input and asking guiding questions. However, no study has jointly investigated the effects of "guided induction" on both learning outcomes and processes, or whether guided induction can prove effective outside classroom settings where teacher mediation is not possible. In this study, which targeted the complex Spanish "gustar" structures, 70 English-speaking learners of beginning Spanish received either guided induction via a videogame, deductive instruction in a traditional classroom setting, or no instruction. Learning outcomes were measured via one receptive and two controlled production tasks (oral and written) with old and new items. Results revealed that while both instruction groups improved across time, outperforming the control group, the guided induction group achieved higher learning outcomes on all productive posttests (except immediate oral production) and experienced greater retention. Additionally, the think-aloud protocols of the guided induction group revealed high levels of awareness of the L2 structure and a conspicuous activation of recently learned knowledge, which are posited to have contributed to this group's superior performance. These findings thus illustrate, quantitatively and qualitatively, the potential of guided induction for the development of complex L2 grammar in online learning environments.
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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
Grant or Contract Numbers: N/A