Comparing Mand Training and Other Instructional Methods to Teach a Foreign Language

Autor/inn/en	Wu, Wai-Ling; Lechago, Sarah A.; Rettig, Lisa A.
Titel	Comparing Mand Training and Other Instructional Methods to Teach a Foreign Language
Quelle	In: Journal of Applied Behavior Analysis, 52 (2019) 3, S.652-666 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-8855
DOI	10.1002/jaba.564
Schlagwörter	Comparative Analysis; Second Language Learning; Second Language Instruction; Teaching Methods; Chinese; Native Language; Vocabulary Development; Adults; Responses; Naming; Verbal Communication; Stimuli; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; China; Chinesen; Wortschatzarbeit; Anreizsystem; Unterrichtserfolg
Abstract	The purpose of the current study was to examine the effects of mand, tact, and native-to-foreign (NFI) and foreign-to-native (FNI) intraverbal training on the acquisition of a foreign language. We used a multiple-baseline design across participants with an embedded adapted alternating treatments design to compare the effects of mand training, tact training, NFI training, and FNI training on the acquisition rate of Chinese words in four typically developing adults. We also examined the emergence of untrained foreign language responses for each training condition. Data for 3 out of the 4 participants suggest that mand training was the most efficient training procedure with respect to acquisition rate. The greatest amount of emergent responding was observed for the mand and tact training conditions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01