The role of explicit instruction in the acquisition of the present perfect

Finger, Ingrid; Vasques, Fábio de Oliveira

doi:10.1590/s1984-63982010000400002

Cited by 3 publications

(2 citation statements)

References 16 publications

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“…The remaining studies, grouped as ‘Other’ in Tables 3 and 8, tested the effect of explicit instruction (Finger & de Oliveira, 2010; González, 2008; McManus & Marsden, 2017, 2018, 2019; Nishi & Shirai, 2016), pushed output (Leeser, 2008; Russell, 2014), task repetition in task-based language teaching (Carver & Kim, 2020), production enhanced by individually authored blogs or co-authored wikis (Castañeda, 2011), and multimedia instruction (Izquierdo, 2014).…”

Section: The Reviewsmentioning

confidence: 99%

“…(The durative reading made the greatest gains, and the use of imperfective was greatest with states, then activities, and then achievements.) Following evidence that lexical aspect affects L2 acquisition of verbal morphology, Finger and de Oliveira (2010) recorded the lexical aspect class of the verbs used. Benati (2001) used research on the processing and use of adverbials to design studies that eliminated adverbs from input to focus learners’ attention on tense-aspect morphology.…”

Section: The Reviewsmentioning

confidence: 99%

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The relation of second language acquisition, instructed second language acquisition, and language teaching from the lens of second language tense-aspect

Bardovi‐Harlig

Comajoan-Colomé

2022

Lang. Teach.

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This article examines the relationships between second language acquisition (SLA), instructed second language acquisition (ISLA), and language teaching by examining them from the lens of the research on the acquisition and teaching of second language (L2) tense-aspect in the last 20 years (2000–2021). Review 1 examines 56 instructional effect studies on the acquisition of L2 tense-aspect, and Review 2 examines 38 pedagogical proposals for the teaching of L2 tense-aspect. The reviews investigate to what extent instructional effect studies and pedagogical proposals with tense-aspect as the target of investigation and instruction (a) provide a linguistic description of the instructional target, (b) engage with previous research, (c) implement results from previous research to design assessment or instruction, and (d) include elaborate descriptions of teaching interventions and teaching materials. The results show that there are clear attempts to establish connections between research and practice. However, neither instructional effect studies nor pedagogical proposals always engage with the SLA literature on the acquisition of tense-aspect; nor do they engage fully with language teaching.

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Section: The Reviewsmentioning

confidence: 99%

Section: The Reviewsmentioning

confidence: 99%

The relation of second language acquisition, instructed second language acquisition, and language teaching from the lens of second language tense-aspect

Bardovi‐Harlig

Comajoan-Colomé

2022

Lang. Teach.

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Direct Instruction in Second Language Acquisition: A Critical Review of Related Literature

Punla¹

2017

JELT

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Second Language Acquisition (SLA), as a sub-discipline in applied linguistics, is rapidly growing and changing (Ellis & Shintani, 2014). As such, it has yielded stirring issues on both naturalistic and instructed settings causing reviews and/or investigations by language researchers. This paper accordingly serves as a humble attempt at critically reviewing the related literature of instructed SLA particularly direct instruction as situated in the landscape of language teaching. Initially, the paper kicks-off with the essentials of direct instruction. It subsequently delves into the importance of such th instruction, and this extends to the analysis of notably empirical studies conducted in the 20 century and currently st empirical studies in the 21 century. In regards of these, the paper arrives at conclusions, recommendations, and trajectories for future SLA studies.

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The Effect of Explicit Instruction by Using Phrase Structure Rules on Acquisition of Noun Clauses

Chaiyapho

Kijpoonphol

2018

Int. J. Res. Granthaalayah

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The aim of the study was to examine the effect of explicit instruction by using phrase structure rules on acquisition of noun clauses functioning as a subject, an object of a verb and an object of the preposition since they are considered a complex structure that poses difficulty for students learning English. The participants were one class of 12th grade students studying at a secondary school in Surin, Thailand. The instruments used to collect the data were a pretest and posttest and a semi-structured interview. There were 16 training sessions. Each session was conducted within the 50-minute class period. The results of the tests showed that the explicit instruction using phrase structure rules helped improve the participants’ knowledge of noun clauses and helped the participants acquire noun clauses. The results of the semi-structured interview revealed that the participants’ opinions toward the explicit instruction using phrase structures rules were mostly positive. Many of them said that phrase structure rules helped them understand the structures and functions of noun clauses, which also helped improve their reading skills.

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The role of explicit instruction in the acquisition of the present perfect

Cited by 3 publications

References 16 publications

The relation of second language acquisition, instructed second language acquisition, and language teaching from the lens of second language tense-aspect

The relation of second language acquisition, instructed second language acquisition, and language teaching from the lens of second language tense-aspect

Direct Instruction in Second Language Acquisition: A Critical Review of Related Literature

The Effect of Explicit Instruction by Using Phrase Structure Rules on Acquisition of Noun Clauses

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