ERIC Number: EJ829502
Record Type: Journal
Publication Date: 2008-Dec
Abstractor: As Provided
Reference Count: 0
Pushed Output, Noticing, and Development of Past Tense Morphology in Content-Based Instruction
Leeser, Michael J.
Canadian Modern Language Review, v65 n2 p195-220 Dec 2008
This study examines the effects of learners' production (i.e., pushed output) during a multi-stage reconstruction task on learners' noticing of Spanish past tense morphology, aural text comprehension, and development of preterite/imperfect usage in writing. Participants included 47 intermediate L2 Spanish learners in a content-based course at the university level. One group of learners (+output) listened to a series of passages and engaged in text reconstruction tasks. The other group (-output) listened to the same texts but answered multiple-choice comprehension questions instead of reconstructing the texts. Learners' notes during the listening phase of the tasks served as a noticing measure, and writing tasks were used as pre- and post-treatment measures. Results reveal that the +output group (a) reported more noticing of words overall, but not of past tense forms; (b) comprehended more information from the text; and (c) showed evidence of past tense development in their writing.
Descriptors: Listening Comprehension, Morphology (Languages), English (Second Language), Morphemes, Second Language Learning, Teaching Methods, Second Language Instruction, Spanish, Writing (Composition), Language Usage, College Students, Writing Skills, Skill Development
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
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