Examining Deductive versus Guided Instruction from an Interactionist Perspective

Autor/inn/en	Azkarai, Agurtzane; Oliver, Rhonda; Gil-Berrio, Yohana
Titel	Examining Deductive versus Guided Instruction from an Interactionist Perspective
Quelle	In: Language Learning, 72 (2022), S.125-164 (40 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Azkarai, Agurtzane)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0023-8333
DOI	10.1111/lang.12482
Schlagwörter	Interaction Process Analysis; Linguistic Theory; Second Language Learning; Second Language Instruction; Linguistic Input; Spanish; High School Students; Task Analysis; Small Group Instruction; Logical Thinking; Teaching Methods; Feedback (Response); Form Classes (Languages); Semantics; Vocabulary + Suchen Sie Ihr Suchwort? Prozessanalyse; Linguistische Theorie; Zweitsprachenerwerb; Fremdsprachenunterricht; Sprachbildung; Spanisch; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Aufgabenanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; Analytischer Sprachbau; Semantik; Wortschatz
Abstract	The interactionist hypothesis holds that conversational interaction facilitates second language (L2) learning by providing learners opportunities to receive meaningful input, modify their output, and attend to language form. Although research has often explored the efficacy of different types of L2 instruction (deductive or inductive), few studies have done so from an interactionist perspective. This study explores small-group interactions of 19 L2 Spanish learners from two intact high school classes as they completed four communicative tasks following either deductive or PACE instruction on the pronoun se. We examined the nature of the student group interactions in each class, focusing on negotiation of meaning (NoM) strategies and language-related episodes (LREs). The deductive participants used more NoM strategies, and produced more LREs than PACE participants. Regardless of the type of instruction, the majority of LREs dealt with vocabulary and were resolved correctly. Task conditions also mediated the outcomes of feedback and LREs. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01