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Attention to form and meaning in sec...

Camps, Joaquim.

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Attention to form and meaning in second language acquisition: Object clitic pronouns in Spanish.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Attention to form and meaning in second language acquisition: Object clitic pronouns in Spanish./
作者:	Camps, Joaquim.
面頁冊數:	194 p.
附註:	Mentor: Cristina Sanz.
Contained By:	Dissertation Abstracts International58-09A.
標題:	Language, Linguistics. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9810258
ISBN:	9780591607987

Attention to form and meaning in second language acquisition: Object clitic pronouns in Spanish.
Camps, Joaquim.

Attention to form and meaning in second language acquisition: Object clitic pronouns in Spanish. - 194 p.

Mentor: Cristina Sanz.

Thesis (Ph.D.)--Georgetown University, 1997.

This study provides limited evidence for the benefits of instruction which attempts to focus the learners' attention simultaneously on both form and meaning.

ISBN: 9780591607987Subjects--Topical Terms:

1018079
Language, Linguistics.

Attention to form and meaning in second language acquisition: Object clitic pronouns in Spanish.
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100 1 $a Camps, Joaquim. $3 923342
245 1 0 $a Attention to form and meaning in second language acquisition: Object clitic pronouns in Spanish.
300 $a 194 p.
500 $a Mentor: Cristina Sanz.
500 $a Source: Dissertation Abstracts International, Volume: 58-09, Section: A, page: 3502.
502 $a Thesis (Ph.D.)--Georgetown University, 1997.
520 $a This study provides limited evidence for the benefits of instruction which attempts to focus the learners' attention simultaneously on both form and meaning.
520 $a The issue of attention to input has played an important role in the field of second language acquisition in recent years. Previous research suggests that processing for form and processing for meaning are subject to different constraints based on limitations in working memory capacity. This study investigates how focusing attention on different aspects of the input affects the way learners process input and their later production of object clitic pronouns.
520 $a Three experimental treatments were devised to focus the learners' attention on form (Form group), on meaning (Meaning group), or on both form and meaning (Form & Meaning group) in the input. The two assessment tasks used, a sentence completion task and a video narration task, differed in the amount of production they required.
520 $a It was hypothesized that the need to focus attention on both form and meaning would help create form-meaning connections that would benefit the subjects in the Form & Meaning group to a larger extent than the subjects exposed to the other two treatments. A second hypothesis stated that higher accuracy would result from the task that required the least amount of production, because of memory constraints.
520 $a In this study both a quantitative analysis and an error analysis of the data were performed. The results of the quantitative analysis did not support the first hypothesis. No statistically significant difference was found among the different groups in the study. There was, however, a statistically significant difference between the pre- and posttest of the Form & Meaning group on the sentence completion task and between the pre- and posttest of the Form group on the video narration task. The second hypothesis also was not supported. No significant difference was found between the scores on the two tasks. The error analysis showed that the Form & Meaning group had the largest reduction in the amount of errors made in both assessment tasks.
590 $a School code: 0076.
650 4 $a Language, Linguistics. $3 1018079
650 4 $a Language, Modern. $3 1018098
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710 2 0 $a Georgetown University. $3 1017582
773 0 $t Dissertation Abstracts International $g 58-09A.
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790 1 0 $a Sanz, Cristina, $e advisor
791 $a Ph.D.
792 $a 1997
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