Explanation versus Structured Input in Processing Instruction
Explanation versus Structured Input in Processing Instruction
复制标题
处理指令中的解释与结构化输入
DOI：
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发表时间：
1996
影响因子：
4.1
通讯作者：
Soile Oikkenon
中科院分区：
文献类型：
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作者：
B. Vanpatten;Soile Oikkenon
本研究重复了VanPatten和Cadierno（1993）的研究，试图确定接受加工教学的学习者所获得的外显信息是否对教学的有益效果负责。59名被试被分为三组：（1）一组接受VanPatten和Cadierno（1993）关于西班牙语宾语代词和词序的加工指令，（2）另一组只接受解释，不进行任何活动或练习，（3）另一组只接受结构化输入活动，不进行任何解释。测试前/测试后的评估涉及两个测试，一个解释测试和一个口译水平的生产测试。结果表明，教学的有益效果是由于结构化的输入活动，而不是明确的信息（解释）提供给学习者。
This study replicates VanPatten and Cadierno (1993) in an attempt to determine whether or not explicit information given to learners receiving processing instruction is responsible for the beneficial effects of instruction. Fifty-nine subjects were divided into three groups: (1) one receiving processing instruction in object pronouns and word order in Spanish as in VanPatten and Cadierno (1993), (2) another receiving explanation only with no activities or practice, (3) and another receiving only the structured input activities with no explanation. A pretest/post-test assessment was used involving two tests, an interpretation test and a sentence-level production test. Results showed that the beneficial effects of instruction were due to the structured input activities and not to the explicit information (explanation) provided to learners.