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The role of explicit information in ...

Fernandez, Claudia Regina.

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The role of explicit information in instructed SLA: Evidence from a pi study.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The role of explicit information in instructed SLA: Evidence from a pi study./
作者:	Fernandez, Claudia Regina.
面頁冊數:	163 p.
附註:	Source: Dissertation Abstracts International, Volume: 66-05, Section: A, page: 1746.
Contained By:	Dissertation Abstracts International66-05A.
標題:	Language, Modern. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3174175
ISBN:	0542121077

The role of explicit information in instructed SLA: Evidence from a pi study.
Fernandez, Claudia Regina.

The role of explicit information in instructed SLA: Evidence from a pi study. - 163 p.

Source: Dissertation Abstracts International, Volume: 66-05, Section: A, page: 1746.

Thesis (Ph.D.)--University of Illinois at Chicago, 2005.

The role of explicit information (EI) has been one of the most debated issues in the field of instructed second language acquisition. The present study examined the role of EI in the processing of Spanish subjunctive in expressions of doubt and in the processing of Spanish OVS word order.

ISBN: 0542121077Subjects--Topical Terms:

1018098
Language, Modern.

The role of explicit information in instructed SLA: Evidence from a pi study.
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100 1 $a Fernandez, Claudia Regina. $3 1905771
245 1 4 $a The role of explicit information in instructed SLA: Evidence from a pi study.
300 $a 163 p.
500 $a Source: Dissertation Abstracts International, Volume: 66-05, Section: A, page: 1746.
500 $a Chair: Bill VanPatten.
502 $a Thesis (Ph.D.)--University of Illinois at Chicago, 2005.
520 $a The role of explicit information (EI) has been one of the most debated issues in the field of instructed second language acquisition. The present study examined the role of EI in the processing of Spanish subjunctive in expressions of doubt and in the processing of Spanish OVS word order.
520 $a Eighty-two native speakers of English and beginning-intermediate learners of Spanish at the university level were divided in two groups: +EI and -EI. All participants had to process the two target linguistic structures using structured input type of activities (30 items for each target), and each participant worked individually with a computer. The program tracked participants' accuracy and reaction time. Feedback (i.e., correct or incorrect) was given right after each response. Criterion was set at 4 items answered correctly in a row (3 target, 1 distracter).
520 $a Findings revealed that when processing subjunctive the +EI group reached criterion sooner, was faster in responding, and was more accurate after criterion than the -EI group. In contrast, there were no differences between groups when processing word order for any of the variables investigated. The findings suggest that the beneficial role of EI depends on the type of structure, the processing problem, the type of learners and the tasks.
590 $a School code: 0799.
650 4 $a Language, Modern. $3 1018098
650 4 $a Language, Linguistics. $3 1018079
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710 2 0 $a University of Illinois at Chicago. $3 1020478
773 0 $t Dissertation Abstracts International $g 66-05A.
790 1 0 $a VanPatten, Bill, $e advisor
790 $a 0799
791 $a Ph.D.
792 $a 2005
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3174175