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ERIC Number: EJ945915
Record Type: Journal
Publication Date: 2011-Dec
Pages: 41
Abstractor: As Provided
Reference Count: 79
ISBN: N/A
ISSN: ISSN-0023-8333
The Roles of Structured Input Activities in Processing Instruction and the Kinds of Knowledge They Promote
Marsden, Emma; Chen, Hsin-Ying
Language Learning, v61 n4 p1058-1098 Dec 2011
This study aimed to isolate the effects of the two input activities in Processing Instruction: referential activities, which force learners to focus on a form and its meaning, and affective activities, which contain exemplars of the target form and require learners to process sentence meaning. One hundred and twenty 12-year-old Taiwanese learners of English as a foreign language were assigned to one of four groups: Referential + Affective, Referential only, Affective only, or Control. The treatments were computer-based. Pretests, posttests, and delayed posttests, including a timed grammaticality judgment, a written gap-fill, an oral picture narration, and a short semistructured conversation, measured learning of the "-ed" past tense verb inflection. Findings suggested that referential activities were responsible for the learning gains observed, that affective activities did not provide additional benefits in terms of learning "-ed," and that the gains observed displayed some broadly defined characteristics of explicit knowledge.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Taiwan