The effects of Processing Instruction on the acquisition and processing of grammatical gender in German

Henry, Nick

doi:10.1177/13621688221096368

Cited by 3 publications

(4 citation statements)

References 56 publications

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“…1. An anonymous reviewer pointed out that two recent dissertations (Dracos, 2013;Henry, 2015) used online methods to test processing behavior changes as a result of practice with some type of EI, but they did not manipulate the type of EI with practice on L2 learning and did not investigate L1 EI and practice as in the current study.…”

Section: Received 8 October 2015 Accepted 16 April 2016 Final Version...mentioning

confidence: 99%

L1 explicit instruction can improve L2 online and offline performance

McManus¹,

Marsden²

2023

Preprint

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This study investigated the effectiveness of providing L1 explicit information (EI) with practice for making more accurate and faster interpretations of L2 French Imparfait (IMP). Two treatments were investigated: (a) “L2-only,” providing EI about the L2 with L2 interpretation practice, and (b) “L2+L1,” providing the exact same L2-only treatment and including EI about the L1 (English) with practice interpreting L1 features that are equivalent to the IMP. Fifty L2 French learners were randomly assigned to either L2-only, L2+L1, or a control group. Online (self-paced reading) and offline (context-sentence matching) measures from pretest, posttest, and delayed posttests showed that providing additional L1 EI and practice improved not only offline L2 accuracy, but also the speed of online L2 processing. To our knowledge, this makes original and significant contributions about the nature of EI with practice and the role of the L1 (Tolentino & Tokowicz, 2014), and it extends a recent line of research examining EI effects in online sentence processing (Andringa & Curcic, 2015).

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Section: Received 8 October 2015 Accepted 16 April 2016 Final Version...mentioning

confidence: 99%

L1 explicit instruction can improve L2 online and offline performance

McManus¹,

Marsden²

2023

Preprint

View full text Add to dashboard Cite

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“…An additional motivation for the current study relates to the nature of the outcome measures to date (although see Andringa & Curcic, 2015;Author, XXXX;Henry, 2015, but these studies did not incorporate L1 information or practice). That is, research into L1 EI has not measured effects of instruction in online processing.…”

Section: Motivation For the Present Studymentioning

confidence: 99%

Online and offline effects of L1 practice in L2 grammar learning. A partial replication

McManus¹,

Marsden²

2023

Preprint

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This study partially replicates McManus and Marsden (2017), who found that providing L1 explicit information (EI) plus task-essential practice led L2 learners to make more accurate and faster interpretations of French morphosyntax. The current study removed the original study’s L1 EI component to examine the role of the L1 practice. This design tested whether providing L1 task-essential practice only (alongside a core treatment of L2 EI plus L2 practice) resulted in similar online and offline learning gains compared to the original study’s L1 EI plus L1 practice. We used the same online and offline tests, with a similar population of English-speaking learners of L2 French (n = 19). For accuracy and speed of online and offline L2 processing, the findings suggest that additional L1 practice without L1 EI was no more beneficial than L2 EI plus L2 practice alone, indicating that the original study’s combination of additional L1 EI with L1 practice appeared to contribute to previously observed learning benefits.

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“…TTC is not reported in Henry (2022) but is reported in Henry (2015), the dissertation from which this work stems.…”

mentioning

confidence: 95%

“… 13 Henry (2022) collected TTC and AAC data but did not report these, but they were reported in Henry (2015). Villegas & Morgan-Short (2019) presented only a subset of TTC and AAC data, reported in Fernández (2021). …”

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confidence: 99%

Reevaluating trials to criterion as a measure in second language research

Henry

2023

Stud Second Lang Acquis

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Research on input processing and processing instruction has often employed a scoring method known as trials to criterion to observe the effects of instruction that emerge during training. Despite its common use in this research (see Fernández, 2021) this metric has never been evaluated critically. The present study first discusses several challenges associated with trials to criterion, including issues with its conceptual and methodological implementation. The study then introduces three alternative approaches for analyzing accuracy data collected during training sequences: trials to accuracy threshold, growth curve analysis, and bootstrapped differences of timeseries. For each approach, advantages and disadvantages are discussed and example analyses are presented using data from previous research. This discussion shows how these alternative approaches can supplement current trials-to-criterion-based analyses, expand the methodological choices available to researchers, and permit new and interesting research questions.

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The effects of Processing Instruction on the acquisition and processing of grammatical gender in German

Cited by 3 publications

References 56 publications

L1 explicit instruction can improve L2 online and offline performance

L1 explicit instruction can improve L2 online and offline performance

Online and offline effects of L1 practice in L2 grammar learning. A partial replication

Reevaluating trials to criterion as a measure in second language research

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