Positive Evidence Versus Explicit Rule Presentation and Explicit Negative Feedback: A Computer-Assisted Study  

Oleh:

Sanz, Cristina ; Morgan-Short, Kara

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Language Learning: A Journal of Research in Language Studies (Full Text) vol. 54 no. 1 (Mar. 2004), page 35-78.
Fulltext: 54_01_Sanz.pdf (958.93KB)

Ketersediaan

Perpustakaan PKBB Nomor Panggil: 405/LLE/54 Non-tandon: tidak ada Tandon: 1

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Isi artikel

The facilitative role of explicit information in second language acquisition has been supported by a significant body of research (Alanen, 1995; Carroll & Swain, 1993; de Graaff, 1997; DeKeyser, 1995; Ellis, 1993; Robinson, 1996, 1997), but counterevidence is also available (Rosa & O'Neill, 1999; VanPatten & Oikkenon, 1996). This experimental study investigates the effects of computer delivered, explicit information on the acquisition of Spanish word order by comparing four groups comprised of [+/-Explanation] and [+/-Explicit Feedback]. Results showed that all groups improved significantly and similarly on interpretation and production tests. It is suggested that explicit information may not necessarily facilitate second language acquisition and that exposing learners to taskessential practice is sufficient to promote acquisition.

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