The differential role of comprehension and production practice
The differential role of comprehension and production practice
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DOI：
10.1111/j.1467-1770.1996.tb01354.x
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发表时间：
1996-12-01
影响因子：
4.4
通讯作者：
Sokalski, KJ
中科院分区：
文献类型：
--
作者：
DeKeyser, RM;Sokalski, KJ
本文复制了VanPatten和Cadierno（1993a，1993b）的实验，该实验发现，在第二语言（西班牙语）的理解技能方面，输入练习优于输出练习，而在输出技能方面，输入练习并不比输出练习差。我们认为，VanPatten和Cadierno的研究结果与技能习得理论的预测是不一致的，他们的结果可能是由于使用的特定的第二语言结构以及他们的研究设计中的一些缺陷。我们的研究结果与82名一年级的西班牙语作为第二语言的学生表明，生产与理解实践的相对有效性取决于有关结构的形态句法复杂性，以及实践和测试之间的延迟。这些发现基本上反映了技能习得理论的预测，即输入练习对理解技能更好，输出练习对生产技能更好，但是当测试时间和结构的形态句法性质都有利于一种技能或另一种技能时，这些模式就被掩盖了。
This article presents a replication of experiments by VanPatten and Cadierno (1993a, 1993b), which found that input practice is better than output practice for comprehension skills and no worse than output practice for production skills in a second language (Spanish). We argue that VanPatten and Cadierno's findings are at variance with predictions of skill acquisition theory, and that their results may be due to the specific second language structures used as well as to some imperfections in their research design. Our results with 82 first-year Spanish as a second language students indicate that the relative effectiveness of production versus comprehension practice depends on the morphosyntactic complexity of the structure in question as well as on the delay between practice and testing. The findings basically reflect the predictions of skill acquisition theory that input practice is better for comprehension skills, and output practice for production skills, but these patterns are obscured when both testing time and the morphosyntactic nature of the structure in question favor one skill or the other.