Impact of Constructional Complexity and Intralingual Influence on the Effectiveness of Skewed Input

Autor/inn/en	Zhang, Xiaopeng; Mai, Chunping
Titel	Impact of Constructional Complexity and Intralingual Influence on the Effectiveness of Skewed Input
Quelle	In: Language Teaching Research, 27 (2023) 5, S.1217-1245 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zhang, Xiaopeng)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-1688
DOI	10.1177/1362168820981395
Schlagwörter	Linguistic Input; Second Language Learning; Second Language Instruction; English (Second Language); Language Proficiency; Language Tests; Teaching Methods; Instructional Effectiveness; Learning Processes; Grammar; High School Students; Chinese; Native Speakers; Foreign Countries; Interference (Language); Comparative Analysis; Morphemes; Computer Assisted Testing; China + Suchen Sie Ihr Suchwort? Sprachbildung; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Language skill; Language skills; Sprachkompetenz; Language test; Sprachtest; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Learning process; Lernprozess; Grammatik; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; China; Chinesen; Muttersprachler; Ausland; Morphem
Abstract	This article reports on two studies, testing how three different types of input (skewed first, skewed random and balanced) affect second language (L2) learning of English present counterfactual (IF-Is) and past counterfactual (IF-IIs) conditionals, two constructions differing in complexity. The experiment included a proficiency test, a pretest, a posttest and a delayed posttest for both IF-Is and IF-IIs. Results suggest that the three types of input did not affect learning gains within the two complexity conditions. However, there was a difference in learning gains between the two conditions, namely that more gains were made in the simpler condition (i.e. IF-Is). In a follow-up study, effects of intralingual influence were tested. Participants who had studied IF-Is were taught the more complex construction, IF-IIs. Again, there were three different types of input (skewed first, skewed random and balanced). Results suggest that participants who received skewed input had higher gains and were less influenced by IF-Is they had learned before. Based on this, we concluded that skewed first input was able to effectively reduce the influence of IF-Is on IF-IIs during L2 learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01