Spanish Differential Object Marking: An Empirical Study of Implicit and Explicit Instruction
Spanish Differential Object Marking: An Empirical Study of Implicit and Explicit Instruction
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西班牙语差异物体标记：内隐和外显教学的实证研究
DOI：
10.1515/shll-2012-1135
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发表时间：
2012
期刊：
影响因子：
--
通讯作者：
Laura Marqués Pascual
中科院分区：
文献类型：
--
作者：
Eve C. Zyzik;Laura Marqués Pascual
摘要本文通过三个书面任务：语法偏好任务、线索句子生成任务和语篇长度叙述任务，考察了教学对二语学习者识别和产生西班牙语差异宾语标记能力的影响。这些评估措施被假设为根据Ellis（2005）和Ellis，Loewen，Elder，Erlam，Philp & Reinders（2009）提出的标准挖掘内隐和外显知识。以英语为母语的学习者（n = 123）被随机分配到三个教学处理：输入洪水，增强输入洪水，明确的语法。结果表明，外显语法组在偏好任务和线索句子产生任务上具有显著优势。其余两组在治疗后表现出适度的改善，但彼此之间没有显着差异。这些结果证实了显性指导维斯维斯更多的内隐治疗的优势，尽管这种优势似乎仅限于控制评估措施。
Abstract This article examines the impact of instruction on L2 learners’ ability to recognize and produce differential object marking in Spanish as measured by three written tasks: a grammatical preference task, a cued sentence production task, and a discourse-length narrative task. These assessment measures are hypothesized to tap both implicit and explicit knowledge based on criteria proposed by Ellis (2005) and Ellis, Loewen, Elder, Erlam, Philp & Reinders (2009). English-speaking learners (n = 123) were randomly assigned to one of three instructional treatments: input flood, enhanced input flood, and explicit grammar. The results indicate a significant advantage for the explicit grammar group on the preference task and the cued sentence production task. The remaining two groups showed modest improvement after the treatment, but with no significant differences between them. These results confirm the advantage of explicit instruction vis-à-vis more implicit treatments, although this advantage seems to be limited to controlled assessment measures.
注重形式：语言教学方法的设计特点
DOI：
--
发表时间：
1991
期刊：
影响因子：
--
作者：
Michael H. Long
通讯作者：
Michael H. Long
影响因子：
4.4
作者：
Norris, JM;Ortega, L
通讯作者：
Ortega, L