A comparative study of the effects of processing instruction and output-based instruction on the acquisition of the Italian future tense
A comparative study of the effects of processing instruction and output-based instruction on the acquisition of the Italian future tense
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加工教学和输出教学对意大利语将来时习得效果的比较研究
DOI：
10.1177/136216880100500202
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发表时间：
2001
影响因子：
4.2
通讯作者：
A. Benati
中科院分区：
文献类型：
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作者：
A. Benati
在本研究中，将描述两种类型的形式为重点的指令（FFI）收购的意大利语动词形态系统（即未来时态）的一个具体功能的可能影响的实验。处理指令进行了比较，以输出为基础的类型的语法指令。这两种类型的教学的影响进行了调查的一个有据可查的策略（Musumeci，1989年）使用的第二语言（L2以下）的学习者时，解释时态。这种策略包括在学习者解释时态时，优先考虑词汇（在这种情况下是时间副词，即oggi，domani）而不是形态标记。在本研究中，加工教学包括语法解释和理解练习，旨在改变第二语言学习者加工输入的方式，建立正确的意义-形式联系。基于输出的教学处理包括语法规则的解释，其次是书面和口头练习（其中一部分是以意义为导向的），这是针对改变第二语言学习者产生目标语言的方式。三个测试开发了这项研究，包括一个听力口译任务，书面完成文本和口头有限的反应生产任务。本研究的结果表明，加工教学对意大利语动词形态的习得有积极的影响，并且比输出型教学对初学者的发展系统有更大的影响。这些效果在三周内被证明是持久的。
In the present study an experiment investigating the possible effects of two types of form-focused instruction (FFI henceforth) on the acquisition of a specific feature of the Italian verbal morphology system (namely the future tense) will be described. Processing instruction was compared to an output-based type of grammar instruction. The impact of these two types of instruction was investigated on a well-documented strategy (Musumeci, 1989) used by second language (L2 henceforth) learners when interpreting tenses. This strategy consists in giving precedence to lexical items (in this case temporal adverbs, i.e. oggi, domani) over morphological markers during the learner’s interpretation of tenses. In this study, processing instruction involved grammar explanation and comprehension practice directed at altering the way second language learners process input and make correct meaning-form connections. The output-based instructional treatment consisted in the explanation of grammar rules followed by written and oral practice (part of which was meaning-oriented) which was directed at altering the way L2 learners produce the target language. Three tests were developed for this study and consisted of an aural interpretation task, a written completion text and an oral limited response production task. The results obtained in this research provide some evidence that processing instruction has positive effects on the acquisition of Italian verbal morphology, and greater effects on the developing system of beginner L2 learners than instruction of the output-based type described in this study. These effects were proved durable over a three-week period.
DOI：
--
发表时间：
1977
期刊：
--
影响因子：
--
作者：
W. Schneider;R. Shiffrin
通讯作者：
W. Schneider;R. Shiffrin