The Effect of Input-based Instruction Type on the Acquisition of Spanish Accusative Clitics

White, Justin P.

doi:10.1353/hpn.2015.0032

Cited by 9 publications

(4 citation statements)

References 65 publications

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“…The production task consisted of four picture series, each of which contained three pictures (White, ). Each picture series was accompanied by a vocabulary list to help participants complete the task (see Figure ).…”

Section: Methodsmentioning

confidence: 99%

The Role of Prosody and Explicit Instruction in Processing Instruction

Henry

Jackson

Dimidio

2017

The Modern Language Journal

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This study investigates the role of prosodic cues and explicit information (EI) in the acquisition of German accusative case markers. We compared 4 groups of 3rd‐semester learners (low intermediate level) who completed 1 of 4 Processing Instruction (PI) treatments that manipulated the presence or absence of EI and focused prosody. The results showed that, when training included EI or prosodic cues, the groups improved on comprehension and production tasks in an immediate posttest. Four weeks after training, the groups sustained gains on the comprehension task, but not on the production task. Participants who did not receive EI or prosody only showed improvement on the comprehension task in the immediate posttest and did not sustain these gains. These findings replicate previous findings on the role of EI in PI, showing an advantage for EI with the target form (e.g., Henry, Culman, & VanPatten, 2009). Moreover, the results suggest that prosodic cues help learners process morphosyntactic forms, and that they can enhance grammar instruction.

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Section: Methodsmentioning

confidence: 99%

The Role of Prosody and Explicit Instruction in Processing Instruction

Henry

Jackson

Dimidio

2017

The Modern Language Journal

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“…Several studies on input flooding have documented its role in the learning of different features of languages. For example, Lee (2002) showed the efficacy of input flooding in the acquisition of Spanish future tense, Trahey and White (1993) indicated its effectiveness in learning the meanings and placements of English adverbs while White (2015) demonstrated its positive role in learning Spanish accusative clitics. Likewise, Rikhtegar and Gholami (2015) indicated that input flooding could enhance the acquisition of the English simple past tense.…”

Section: Introductionmentioning

confidence: 99%

Reading input flooding versus listening input flooding: Can they boost speaking skill?

Rashtchi

Yousefi

2017

Journal of Language and Cultural Education

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The present study compared the effects of reading input flooding and listening input flooding techniques on the accuracy and complexity of Iranian EFL learners' speaking skill. Participants were 66 homogeneous intermediate EFL learners who were randomly divided into three groups of 22: Reading input flooding group, listening input flooding group, and control group. The reading flooded input group was exposed to the numerous examples of the target structures through reading. In the same phase, the listening group was given relatively the same task, through listening. The participants' monologues in the posttest were separately recorded, and later transcribed and coded in terms of accuracy and complexity through Bygate's (2001) standard coding system. The results of ANCOVA indicated the outperformance of reading input flooding group. The study also supported the trade-off effects (Skehan, 1998(Skehan, , 2009) between accuracy and complexity.Key words: accuracy, complexity, listening input flooding, reading input flooding, speaking skill Introduction Input enhancement (and input flooding as one of its versions) is SharwoodSmith's (1993) expression for referring to any pedagogical technique that teachers use to make specific features in the input more salient because noticing the input facilitates its learning (Schmidt, 1990). However, the findings in the domain of input enhancement are controversial. While some studies emphasize the usefulness of input enhancement and input flooding techniques (Ellis, 2003;Izumi, 2002;Jourdenais, Ota, Stauffer, Boyson, & Daughty, 1995;Lee, 2007;Rashtchi & Gharanli, 2010;Shook, 1999;Simard, 2009) others minimize their efficacy (Alanen, 1995;Leow, Egi, Nuevo, & Tsai, 2003;Overstreet, 1998;Radwan, 2005;Wong, 2003).Input flooding is an implicit technique of focusing on form in the dichotomy of implicit and explicit activities that attempt to attract students' attention. Spada

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“…Most theories that are related to first language acquisition support the important role of input material for sufficient learning (White, 2008). According to Wagner-Gough and Hatch (1975), input flood occurs as a result of the noticeable impact of frequent forms as opposed to infrequent ones.…”

Section: Literature Reviewmentioning

confidence: 99%

Towards Implicit Vocabulary Acquisition of Young Learners : The Use of Input Flooding and Peripheral Learning

Al-Obaydi¹

2020

The Journal of AsiaTEFL

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The Effect of Input-based Instruction Type on the Acquisition of Spanish Accusative Clitics

Cited by 9 publications

References 65 publications

The Role of Prosody and Explicit Instruction in Processing Instruction

The Role of Prosody and Explicit Instruction in Processing Instruction

Reading input flooding versus listening input flooding: Can they boost speaking skill?

Towards Implicit Vocabulary Acquisition of Young Learners : The Use of Input Flooding and Peripheral Learning

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