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Optimal timing of rule presentation ...

Sinisgalli, Michael Richard.

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Optimal timing of rule presentation in the foreign language classroom.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Optimal timing of rule presentation in the foreign language classroom./
作者:	Sinisgalli, Michael Richard.
面頁冊數:	267 p.
附註:	Chair: Susan Plann.
Contained By:	Dissertation Abstracts International63-03A.
標題:	Education, Language and Literature. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3045580
ISBN:	049359518X

Optimal timing of rule presentation in the foreign language classroom.
Sinisgalli, Michael Richard.

Optimal timing of rule presentation in the foreign language classroom. - 267 p.

Chair: Susan Plann.

Thesis (Ph.D.)--University of California, Los Angeles, 2002.

This research seeks to determine the optimal timing of explicit grammar instruction relative to input and output practice in the foreign language classroom. Based on recent findings from information processing, it is hypothesized that presenting grammar rules prior to input and output practice will result in greater acquisition due to the potential attention focusing benefits associated with explicit grammar instruction. Two groups of subjects studying Spanish were instructed on three different grammar topics with rules presented either before or after input and output practice. Differences in language gains between the two instructional groups were measured via immediate and follow-up post-tests. Subjects also completed an exit survey on which they indicated their instructional preference. Although the quantitative results from the test scores revealed only a slight advantage for subjects who received explicit grammar instruction before input and output practice, the qualitative results from the exit survey provide overwhelming support for a rules first approach.

ISBN: 049359518XSubjects--Topical Terms:

1018115
Education, Language and Literature.

Optimal timing of rule presentation in the foreign language classroom.
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500 $a Source: Dissertation Abstracts International, Volume: 63-03, Section: A, page: 0924.
502 $a Thesis (Ph.D.)--University of California, Los Angeles, 2002.
520 $a This research seeks to determine the optimal timing of explicit grammar instruction relative to input and output practice in the foreign language classroom. Based on recent findings from information processing, it is hypothesized that presenting grammar rules prior to input and output practice will result in greater acquisition due to the potential attention focusing benefits associated with explicit grammar instruction. Two groups of subjects studying Spanish were instructed on three different grammar topics with rules presented either before or after input and output practice. Differences in language gains between the two instructional groups were measured via immediate and follow-up post-tests. Subjects also completed an exit survey on which they indicated their instructional preference. Although the quantitative results from the test scores revealed only a slight advantage for subjects who received explicit grammar instruction before input and output practice, the qualitative results from the exit survey provide overwhelming support for a rules first approach.
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