Effects of Grammar Instruction and Fluency Training on the Learning of the and a by Native Speakers of Japanese

Abstract

In a computer-assisted sentence completion task, the effects of grammar instruction and fluency training on learning the use of the definite and indefinite articles of English were examined. Forty-eight native Japanese-speaking students were assigned to four groups: with grammar/accuracy (G/A), without grammar/accuracy (N/A), with grammar/fluency (G/F), and without grammar/fluency (N/F). In the G/A and N/A groups, training continued until performance reached 100% accuracy (accuracy criterion). In the G/F and N/F groups, training continued until 100% accuracy was reached and the correct responses were made at a high speed (fluency criterion). Grammar instruction was given to participants in the G/A and G/F groups but not to those in the N/A and N/F groups. Generalization to new sentences was tested immediately after reaching the required criterion. High levels of generalization occurred, regardless of the type of mastery criterion and whether the grammar instruction was given. Retention tests were conducted 4, 6, and 8 weeks after training. Fluency training effectively improved retention of the performance attained without the grammar instruction. This effect was diminished when grammar instruction was given during training. Learning grammatical rules was not necessary for the generalized use of appropriate definite and indefinite articles or for the maintenance of the performance attained through fluency training.

Evaluating the effectiveness of explicit instruction on implicit and explicit L2 knowledge

“…This has been a subject of theoretical debate. Contrary to some article acquisition studies (Huong, 2005;Shimamune & Jitsumori, 1999;Shiozawa & Simmons, 1995), this study indicates that instructed learners can develop implicit knowledge of non-salient forms through self-paced autonomous study on CALL activities.…”

“…Instruction typically covers the use of non-generic articles among adult learners and most of these studies show some effect of instruction. Some have reported statistically significant positive effects (Bitchener & Knoch, 2009;, some limited gains (Huong, 2005;Shimamune & Jitsumori, 1999;Shiozawa & Simmons, 1995), while one study found no significant effect compared to the control (Brender, 2002). Studies on the acquisition of generic articles remain inadequate.…”

Publication Trends in The Analysis of Verbal Behavior: 1999–2008

“…In Layng, Twyman, and Stikeleather (2004), for example, a computer continuously recorded sound-to-letter correspondence. Self-report measures appeared in only one study (Shimamune & Jitsumori, 1999). Of note, in the issues published in 2000, 2003, and 2004, direct observation and mechanical measurement were used equally often.…”

Potential Applications of Behavioral Fluency for Students With Autism

“…Results from behavioral fluency research shows that as students become more accurate and/or attain fluency, they show high degrees of retention (Berens, Boyce, Berens, Doney, & Kenzer, 2003;Brown, Dunne, & Cooper, 1996;Bucklin, Dickinson, & Brethower, 2000;Ivarie, 1986;Peladeau, Forget, & Gagne, 2003;Shimamune & Jitsumori, 1999). Figure 1 shows a visual representation of retention for a hypothetical student.…”