Explicit contrastive instruction facilitates the acquisition of difficult L2 forms

Kupferberg, Irit; Olshtain, Elite

doi:10.1080/09658416.1996.9959904

Cited by 40 publications

(34 citation statements)

References 16 publications

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“…However, although there has been some interest in the effects of contrastive form-focused instruction and translation on learner uptake, the area remains significantly under-investigated by SLA research. The few studies there are in this area include Kupferberg & Olshtain (1996), Källkvist (2008) and Scott & de la Fuente's (2008) experimental approaches to grammar acquisition; Snellings, van Gelderen & de Glopper's (2002) use of translation tasks to establish vocabulary retrieval speed and Hummel's (2010) comparison of translation and rote-learning in vocabulary learning.…”

Section: Tracing Own-language Use In Sla Researchmentioning

confidence: 99%

Own-language use in language teaching and learning

Hall¹,

Cook²

2012

Lang. Teach.

351

192

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Until recently, the assumption of the language-teaching literature has been that new languages are best taught and learned monolingually, without the use of the students’ own language(s). In recent years, however, this monolingual assumption has been increasingly questioned, and a re-evaluation of teaching that relates the language being taught to the students’ own language has begun. This article surveys the developing English language literature on the role of students’ own language(s) in the language classroom. After clarifying key terms, the paper charts the continuing widespread use of students’ own languages in classrooms around the world and the contemporary academic and societal trends which have led to a revival of support for this. It then explores key arguments which underpin this revival, and reviews a range of empirical studies which examine the extent and functions of own-language use within language classrooms. Next, the article examines the support for own-language use that a range of theoretical frameworks provide, including psycholinguistic and cognitive approaches, general learning theory and sociocultural approaches. Having explored the notion of ‘optimal’ in-class own-language use, the article then reviews research into teachers’ and students’ attitudes towards own-language use. It concludes by examining how a bilingual approach to language teaching and learning might be implemented in practice.

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Section: Tracing Own-language Use In Sla Researchmentioning

confidence: 99%

Own-language use in language teaching and learning

Hall¹,

Cook²

2012

Lang. Teach.

351

192

View full text Add to dashboard Cite

show abstract

“…Kupferberg & Olshtain, 1996;Wales, 1996). These differences are frequently referred to as 'the space between'.…”

Section: Introductionmentioning

confidence: 97%

Raising Awareness of the Generic Structure and Linguistic Features of Essay Introductions

Henry¹,

Roseberry²

1999

Language Awareness

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Recent work in genre analysis has shown how information is structured in several text-types and genres. One such investigation has revealed how information is organised in the introductions of expository texts (Henry &Roseberry, 1997). Based on this study, teaching materials for university-level second-language learners were created with the aim of raising learners' awareness of the rhetorical organisation and salient linguistic features of the essay. The teaching method relied heavily on explicit instruction and essential metalanguage. An evaluation of these methods and materials,based on an analysis of student writing before and after instruction, revealed that students had improved their ability to structure their essay introductions. In addition, the students were tending to improve their ability to texture their writing. The paper concludes that explicit genre-based instruction with the attendant metalanguage can help learners improve their writing.

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“…On the other hand, it has been argued that greater awareness allows for more elaborate forms of learning (see Rosa and O'Neill, 1999;Schmidt, 1995, for discussion) and a variety of experimental studies have suggested an advantage for explicit instruction for the noticing and/or learning of at least some rules or structures (e.g., Carroll and Swain, 1993;DeKeyser, 1995;Ellis, 1993;Kupferberg and Olshtain, 1996;Robinson, 1996Robinson, , 1997Rosa and O'Neill, 1999;Lightbown, 1993,1999;L. White, 1991).…”

Section: Some Important Features Of Fonfmentioning

confidence: 99%

Focus on forms research and its application

Williams

2001

Rev. bras. linguist. apl.

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Explicit contrastive instruction facilitates the acquisition of difficult L2 forms

Cited by 40 publications

References 16 publications

Own-language use in language teaching and learning

Own-language use in language teaching and learning

Raising Awareness of the Generic Structure and Linguistic Features of Essay Introductions

Focus on forms research and its application

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