The Effects of Processing Instruction with and without Output: Acquisition of the Spanish Subjunctive in Three Conjunctional Phrases

Autor/in	Kirk, Rachel W.
Titel	The Effects of Processing Instruction with and without Output: Acquisition of the Spanish Subjunctive in Three Conjunctional Phrases
Quelle	In: Hispania, 96 (2013) 1, S.153-169 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-2133
DOI	10.1353/hpn.2013.0009
Schlagwörter	Spanish; Language Processing; Second Language Instruction; Second Language Learning; High School Students; Phrase Structure; Class Activities; Pretests Posttests; Linguistic Input; Language Tests; Grammar; Instructional Materials; Statistical Analysis; Scores; Form Classes (Languages); Instructional Effectiveness; Minnesota + Suchen Sie Ihr Suchwort? Spanisch; Sprachverarbeitung; Fremdsprachenunterricht; Zweitsprachenerwerb; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Phrasenstruktur; Sprachbildung; Language test; Sprachtest; Grammatik; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Statistische Analyse; Analytischer Sprachbau; Unterrichtserfolg
Abstract	This study examines the effects of processing instruction (PI) alone versus PI and output (O) on the acquisition of three conjunctional and infinitival phrases in Spanish. Seventy intermediate and advanced-intermediate high school participants received: 1) PI on three consecutive days (PI + PI + PI); 2) PI for two days and meaning-based output practice on the third (PI + PI + O); 3) PI on the first and third days, and output on the second (PI + O + PI); or 4) PI one day, followed by two days of output (PI + O + O). Results of a pre-test and two post-tests demonstrated positive effects from PI in both interpretation and production abilities. The provision of output generally did not enhance or hinder the effects of PI, except when more days were devoted to output than to PI. When students dedicated more time to output-oriented class activities than they did to PI, the interpretation results were significantly lower. (Contains 6 notes and 2 tables.) (As Provided).
Anmerkungen	American Association of Teachers of Spanish and Portuguese, Inc. 900 Ladd Road, Walled Lake, MI 48390. Tel: 248-960-2180; Fax: 248-960-9570; e-mail: AATSPoffice@aatsp.org; Web site: http://www.aatsp.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10