Literaturnachweis - Detailanzeige
| Autor/inn/en | VanPatten, Bill; Inclezan, Daniela; Salazar, Hilda; Farley, Andrew P. |
|---|---|
| Titel | Processing Instruction and Dictogloss: A Study on Object Pronouns and Word Order in Spanish |
| Quelle | In: Foreign Language Annals, 42 (2009) 3, S.557-575 (19 Seiten)
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0015-718X |
| DOI | 10.1111/j.1944-9720.2009.01033.x |
| Schlagwörter | Control Groups; Language Processing; Word Order; Spanish; Second Language Learning; Form Classes (Languages); Teaching Methods; Comparative Analysis; Intervention; Second Language Instruction; Task Analysis; Student Evaluation; Undergraduate Students; Texas |
| Abstract | In the current study, we present the findings of an experiment with 108 participants of Spanish as a second language in which we compared the effects of dictogloss (DG) and processing instruction (PI) and compared both sets of effects to a control group. Our findings do not support the results of a recent study, Qin (2008). In that study, DG and PI were found to be equally effective; however, we find that PI is superior overall to DG as an instructional intervention, a finding much more in line with the original research on which Qin based her study (e.g., VanPatten & Cadierno, 1993). We trace differences in results to materials and assessment tasks in Qin's study, which departed significantly from previous research. (Contains 7 notes and 3 tables.) (As Provided). |
| Anmerkungen | Wiley-Blackwell. 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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