Context and Generalizability in Multisite L2 Classroom Research: The Impact of Deductive Versus Guided Inductive Instruction

Abstract

This study employed a multisite design to investigate the differential impact of deductive and guided inductive instruction for second language (L2) grammar development in ecologically valid classroom contexts. Students (n = 138) from eight intact third-year L2 Spanish classes in three public high schools in the United States received deductive instruction (n = 49), guided inductive instruction via PACE (n = 49), or no explicit instruction (n = 40) on the pronoun se in non-agentive constructions. Learning was measured with pre-, post-, and delayed posttests of auditory acceptability judgment and written production tasks. Multilevel models indicated that both instructional groups evidenced L2 development in producing se in non-agentive contexts, but only deductive groups were more accurate than controls for acceptability judgments. Findings also provided evidence of overgeneralization of se, especially for deductive groups. Intraclass correlation coefficients revealed variance related to the socio-local contexts of classrooms, teachers, and schools.

Examining Deductive Versus Guided Instruction From an Interactionist Perspective

“…Overall, this study provides evidence showing how students can benefit from task-based instruction in different instructional settings-PACE and DED. At the same time, however, claims cannot be made about learning outcomes for the target structure, as the analysis of learning gains in posttests was beyond the scope of this study (however, again, see Juffs &Fang, 2022, andZalbidea, 2022). Other limitations also must be acknowledged.…”

“…Whether or not this advantage persisted over time for the current participants is unclear, as it was beyond the scope of this study to analyze the learning gains. However, for evidence of learning as a result of the two classes see Juffs and Fang (2022), and Moranski and Zalbidea (2022). We also need to acknowledge that this is a small dataset, making it difficult to make strong claims about the effectiveness of one instructional strategy over the other.…”

A Generative Approach to the Instructed Second Language Acquisition of Spanish se

“…Another advantage is that these models allow group comparisons with missing data points due to a participant who missed a test, which is not possible with ANOVA. (See Bates, Maechler, Bolker, & Walker, 2015, for a review and Moranski & Zalbidea, 2022). All statistical analyses were conducted in the R environment (version 3.6.2; R Core Team, 2019).…”

Exploring “Intersubjectivity Negotiation Episodes” and “Language Related Episodes” in Second‐Language Peer Interaction

“…Because our aim is to qualitatively document learners' negotiation over L2 communication in the tasks rather than the grammatical accuracy of their outcomes, we will explore two learner groups in each class without considering the impact of their contrasting grammar presentations beyond their respective time spent in INEs andLREs. (See Azkarai et al, 2022, andKushki, 2022, for qualitative analyses of accurate LRE outcomes; and see Fang, 2022, andZalbidea, 2022, for quantitative analyses of all PACE vs. deductive classes in the data set overall. )…”