Second Language Learning with the Story Maze Task: Examining the Training Effect of Weaving through Stories

Autor/in	Enkin, Elizabeth
Titel	Second Language Learning with the Story Maze Task: Examining the Training Effect of Weaving through Stories
Quelle	In: Canadian Journal of Applied Linguistics / Revue canadienne de linguistique appliquée, 19 (2016) 1, S.1-21 (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1481-868X
Schlagwörter	Task Analysis; Psycholinguistics; English; Spanish; Qualitative Research; Statistical Analysis; Language Processing; Second Language Learning; Native Language; Reaction Time; Teaching Methods; Surveys; Student Attitudes; Second Language Instruction; Undergraduate Students; Language Proficiency; Language Tests; Markov Processes; Monte Carlo Methods; Questionnaires + Suchen Sie Ihr Suchwort? Aufgabenanalyse; Psycholinguistik; English language; Englisch; Spanisch; Qualitative Forschung; Statistische Analyse; Sprachverarbeitung; Zweitsprachenerwerb; Reaktionsvermögen; Teaching method; Lehrmethode; Unterrichtsmethode; Survey; Umfrage; Befragung; Schülerverhalten; Fremdsprachenunterricht; Language skill; Language skills; Sprachkompetenz; Language test; Sprachtest; Markowscher Prozess; Monte-Carlo-Methode; Fragebogen
Abstract	The maze task is a psycholinguistic experimental procedure that measures real-time incremental sentence processing. The task has recently been tested as a language learning tool with promising results. Therefore, the present study examines the merits of a contextualized version of this task: the story maze. The findings are consistent with previous research results (Enkin & Forster, 2014), and highlight the merits of using the contextualized maze version for language (Spanish) learning. Specifically, a story maze training-test paradigm revealed that learners trained on structures differing from their native language (English) showed little difference in reaction times between similar-to-English and different-from-English structures as compared to learners who were trained on structures similar to English, thus showing that the story maze task may help students learn constructions that may pose processing difficulty. Quantitative and qualitative survey data further showed that learners found the task highly engaging, thereby emphasizing its promising usefulness. (As Provided).
Anmerkungen	Canadian Association of Applied Linguistics / Association Canadienne de Linguistique Appliquée. Departement de langues, linguistique et traduction, Pavillon de Koninck, Universite Laval, Quebec, QC G1K 7P4, Canada. Web site: http://www.aclacaal.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01