Literaturnachweis - Detailanzeige
Autor/inn/en | McDonough, Kim; Trofimovich, Pavel; Neumann, Heike |
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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 |
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) 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 |