The Role of Grammar Instruction in a Communicative Approach

Terrell, Tracy D.

doi:10.1111/j.1540-4781.1991.tb01083.x

Cited by 152 publications

(110 citation statements)

References 28 publications

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“…'Weaker' accounts suggest that learners can use EI to segment or parse the input (Terrell, 1991), notice features (Schmidt, 1990), understand a rule and help production (Leow, 2015), and arrive at correct interpretations with fewer practice items (Henry et al, 2009 4 ! to depend on several factors, including its precise nature Ð the type of information conveyed and the feature in focus.…”

Section: L2 Ei and Practicementioning

confidence: 99%

L1 Explicit Instruction Can Improve L2 Online and Offline Performance

McManus

Marsden

2016

Stud Second Lang Acquis

107

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Article:McManus, Kevin orcid.org/0000-0002-7855-6733 and Marsden, Emma orcid.org/0000-0003-4086-5765 (2017) L1 explicit instruction can improve L2 online and offline performance. Studies in Second Language Acquisition. pp. 459-492. ISSN 1470459-492. ISSN -1545 https://doi.org/10.1017/S027226311600022X eprints@whiterose.ac.uk https://eprints.whiterose.ac.uk/ Reuse Items deposited in White Rose Research Online are protected by copyright, with all rights reserved unless indicated otherwise. They may be downloaded and/or printed for private study, or other acts as permitted by national copyright laws. The publisher or other rights holders may allow further reproduction and re-use of the full text version. This is indicated by the licence information on the White Rose Research Online record for the item. TakedownIf you consider content in White Rose Research Online to be in breach of UK law, please notify us by emailing eprints@whiterose.ac.uk including the URL of the record and the reason for the withdrawal request. Explicit information and practice in L2 learningThe usefulness of providing L2 learners with explicit information (EI) about a target feature and subsequent practice in processing the input is not fully understood. As noted by Henry, Culman and VanPatten (2009, p.573) Ònot all EI is the same, not all structures are the same, and the interaction of EI, structure, and processing problem may yield different results in different studiesÓ. The current study investigates the effects of EI with practice in the L2 and also, in light of research documenting persistent difficulty when the L1 and L2 express the same meaning differently (Izquierdo & Collins, 2008;McManus, 2013McManus, , 2015Roberts & Liszka, 2013), whether additional EI about the L1 with L1 practice can help a specific processing problem Ð interpreting the habitual versus ongoing meanings of L2 French Imparfait for L1 English learners. We tested whether making this conceptual distinction explicit, via EI and meaning-based practice in both L1 and L2, would aid form-meaning mapping. First, we briefly discuss research into L2 EI and practice, before justifying the investigation of a role for L1 EI and practice, and then move on to discuss why EI and practice (in L2 and L1) may have an effect on online processing. L2 EI and PracticeEI about the L2 is useful for learning, according to information processing and skill acquisition theories, because some declarative information can become proceduralised via practice and automatized, resulting in automatised declarative knowledge and/or knowledge that appears indistinguishable from implicit knowledge (DeKeyser, 2015). 'Weaker' accounts suggest that learners can use EI to segment or parse the input (Terrell, 1991), notice features (Schmidt, 1990), understand a rule and help production (Leow, 2015), and arrive at correct interpretations with fewer practice items (Henry et al., 2009 4 ! to depend on several factors, including its precise nature Ð the type of information conveyed and the feature in focus. T...

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Section: L2 Ei and Practicementioning

confidence: 99%

L1 Explicit Instruction Can Improve L2 Online and Offline Performance

McManus

Marsden

2016

Stud Second Lang Acquis

107

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“…Questa idea è presente in alcuni modelli di rappresentazione che, all'interno della galassia teorica della LC, cercano di offrire una descrizione del sistema grammaticale inteso in senso ampio, vale a dire, come sistema linguistico unitario dove hanno un ruolo di primissimo piano i fenomeni legati al significato e dove i diversi livelli di analisi linguistica non vengono separati nettamente, ma integrati nella logica di un continuum. Una di queste teorie esplicative basate sull'uso è la cosiddetta Grammatica Cognitiva (da adesso in poi GC) di R. Langacker (1987;1991;, a cui faremo riferimento di nuovo nel punto 4 quando verranno affrontate alcune questioni legate alla presentazione e la didattizzazione dei contenuti grammaticali.…”

Section: Elle 6 3 2017 363-384unclassified

“…A questo scopo, riprendiamo la Input Processing Theory elaborata da Terrell (1991) e rivista poi da VanPatten (1992), la quale pur non essendo stata elaborata nell'ambito della LC, viene ritenuta compatibile con la prospettiva di questo approccio linguistico. Il modello può essere così rappresentato.…”

Section: Bisogni Linguistici Specifici E Apprendimento Della Grammatiunclassified

6 | 3 | 2017

Daloiso

Rodríguez

2018

ELLE

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c bQuest'opera è distribuita con Licenza Creative Commons Attribuzione 4.0 Internazionale This work is licensed under a Creative Commons Attribution 4.0 International License Certificazione scientifica delle Opere pubblicate da Edizioni Ca' Foscari -Digital Publishing: tutti i saggi pubblicati hanno ottenuto il parere favorevole da parte di valutatori esperti della materia, attraverso un processo di revisione anonima sotto la responsabilità del Comitato scientifico della rivista. La valutazione è stata condotta in aderenza ai criteri scientifici ed editoriali di Edizioni Ca' Foscari. Scientific certification of the works published by Edizioni Ca' Foscari -Digital Publishing: all articles published in this issue have received a favourable opinion by subject-matter experts, through an anonymous peer review process under the responsibility of the Scientific Committee of the journal. The evaluations were conducted in adherence to the scientific and editorial criteria established by Edizioni Ca' Foscari. Abstract The present issue of the EL.LE review focuses on the advances and challenges of research on the teaching of languages to learners with "Specific Language Needs", i.e. developmental differences in the areas of communication, language and learning. In Italy, within the field of Educational Linguistics, Michele Daloiso and his research group has developed the Language Teaching Accessibility Theory, i.e. a theoretical framework for analysing language teaching practices, identifying barriers to learning for students with Specific Language Needs and implementing solutions to maximise language learning in educational contexts. Particularly, this issue of the EL.LE review focuses on a selection of new trends and emergent topics which can be profitably analysed within the framework of the Language Teaching Accessibility Theory. These include: issues in clinical and classroom-based assessment of learners with Specific Language Needs; the manifestations of learning differences in peculiar writing systems, such as Chinese; the potential benefits of Cognitive Linguistics-inspired teaching methods for learners with Specific Language Needs; the role of individualised tutoring interventions to improve these learners' language skills; teaching strategies to address specific areas of the school curriculum which are proven to be particuarly difficult for these students, such as Latin and literature. This collection of articles suggest that the teaching of languages to learners with Specific Language Needs is anything but a niche research topic, as it entails the interaction among complex variables, some of which have yet to be fully studied. EL.LE 315 317 EL.LEe-ISSN 2280-6792Vol. 6 -Num. 3 -Novembre 2017 IntroduzioneMichele Daloiso (Università Ca' Foscari Venezia, Italia)Carlos Alberto Melero Rodríguez (Università Ca' Foscari Venezia, Italia)Nell'ultimo decennio si è assistito ad un crescente interesse in ambito glottodidattico italiano verso gli apprendenti con Bisogni Linguistici Specifici, ossia differenze evolutive che in...

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“…The measurement of an adult's susceptibility to illusions can be accomplished through the use of such methods, although the use of similar procedures with children may be questioned, especially since children up to the age of 10 may not understand the directions of adults (Chomsky, 1969;Palermo & Molfese, 1972) , may answer randomly to mask their lack. of understanding (Abbeduto, 1985;Carey, 1978;Grieve, 1981;Grieveet al , 1983;Hughes & Grieve, 1980;Terrell, 1991), and, independently of the experimental instructions, may also simply select the larger part of an array when they respond (Braine & Shanks, 1965).…”

mentioning

confidence: 99%

Developmental susceptibility to the horizontal-vertical illusion

Brosvic

Bailey

Baer

et al. 1993

Bull. Psychon. Soc.

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Developmental susceptibility to four forms of the horizontal-vertical (HV) illusion was examined in subjects ranging in age from 3 to 20 years. For each form ofthe HV illusion, one standard and six comparison stimuli were developed, with subjects first inspecting the standard and then selecting the matching comparator. The magnitude of the illusion, estimated from the difference between the size of the standard and that of the selected comparator, was found to be similar to values reported previously and determined through the use of a wide range of stimuli, procedures, and subject groups. Susceptibility to the HV illusion was greatest for the youngest subjects. It decreased for older subjects in accordance with the development of spatial coordinates, as suggested by Piaget.

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The Role of Grammar Instruction in a Communicative Approach

Cited by 152 publications

References 28 publications

L1 Explicit Instruction Can Improve L2 Online and Offline Performance

L1 Explicit Instruction Can Improve L2 Online and Offline Performance

6 | 3 | 2017

Developmental susceptibility to the horizontal-vertical illusion

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