Eliciting Production of L2 Target Structures through Priming Activities

Autor/inn/en	McDonough, Kim; Trofimovich, Pavel; Neumann, Heike
Titel	Eliciting Production of L2 Target Structures through Priming Activities
Quelle	In: Canadian Modern Language Review, 71 (2015) 1, S.75-95 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0008-4506
DOI	10.3138/cmlr.2023
Schlagwörter	Second Language Learning; Priming; English for Academic Purposes; Grammar; Teaching Methods; Second Language Instruction; Learning Activities; Models; Phrase Structure; Form Classes (Languages); Foreign Countries; Graduate Students; Undergraduate Students; English (Second Language); Writing Instruction; Intensive Language Courses; Sentences; Canada (Montreal) + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Grammatik; Teaching method; Lehrmethode; Unterrichtsmethode; Fremdsprachenunterricht; Lernaktivität; Analogiemodell; Phrasenstruktur; Analytischer Sprachbau; Ausland; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; English as second language; English; Second Language; Englisch als Zweitsprache; Schreibunterricht; Intensivkurs; Sprachkurs; Sentence analysis; Satzanalyse
Abstract	This study focuses on the pedagogical applications of structural priming research in an English for academic purposes (EAP) context, investigating whether priming activities are an effective tool for eliciting production of target grammatical structures. University students across four EAP classes carried out a total of 6 information-exchange activities over a 13-week semester. Some students received information-exchange activities that provided models of the target structures (e.g., primes), while other students received activities without any models. Analysis of the students' novel utterances generated from sentence fragments (e.g., prompts) indicated that students who carried out the priming activities produced more target structures following prime sentences than they did in the absence of primes. In addition, students who did priming activities produced significantly more relative clauses and adverbial clauses overall than did students who carried out the activities without models, but there was no difference in their production of passives. Implications and suggestions for instructors interested in incorporating priming activities in L2 classrooms are discussed. (As Provided).
Anmerkungen	University of Toronto Press. 5201 Dufferin Street, Toronto, ON M3H 5T8, Canada. Tel: 416-667-7810; Fax: 800-221-9985; Fax: 416-667-7881; e-mail: journals@utpress.utoronco.ca; Web site: http://www.utpjournals.com/cmlr/cmlr.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01