Explicit Information, Grammatical Sensitivity, and the First‐Noun Principle: A Cross‐Linguistic Study in Processing Instruction

Bill VanPatten · Erin Collopy · Joseph Edward Price · Stefanie Borst · Anthony Qualin

76 citations0/0 files storedModern Language Journal

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EFL/ESL Teaching and Learning Second Language Acquisition and Learning Neurobiology of Language and Bilingualism

Abstract

ABSTRACT This study presents the results of four experiments in the framework of processing instruction conducted with four language learner groups (Spanish, n = 43; German, n = 46; Russian, n = 44; and French, n = 48; discussed in that order). In each experiment, the processing problem was held constant (the First‐Noun Principle) although the structure was unique to the language. The independent variables were explicit information prior to treatment and grammatical sensitivity as measured by the Modern Language Aptitude Test. Two dependent measures were included: (a) trials‐to‐criterion (how long it took participants to begin processing correctly) and (b) improvement over time (pretest/posttest). Results show that explicit information may be useful for the processing of some structures but not others; however, explicit information is not necessary. Results also show that grammatical sensitivity does not significantly correlate with any of the measures under any conditions except for the German group that received explicit information. Our conclusion is that when instructed SLA is viewed as processing, variables such as explicit information and grammatical sensitivity may not play the same role as when instructed SLA is viewed as rule learning.

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References

1983Principles and Practice in Second Language Acquisition 1983Principles and Practice in Second Language Acquisition 2005The Psychology of the Language Learner: Individual Differences in Second Language Acquisition 2000Effectiveness of L2 Instruction: A Research Synthesis and Quantitative Meta‐analysis 2000THE ROBUSTNESS OF CRITICAL PERIOD EFFECTS IN SECOND LANGUAGE ACQUISITION 2003Implicit and Explicit Learning 1995Attention and awareness in foreign language learning 2010Interactions Between Type of Instruction and Type of Language Feature: A Meta‐Analysis

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2018Multisite Replication in Second Language Acquisition Research: Attention to Form During Listening and Reading Comprehension 2014The Effectiveness of Processing Instruction in L2 Grammar Acquisition: A Narrative Review 2016LANGUAGE APTITUDE AND GRAMMATICAL DIFFICULTY 2017THE EFFECTS OF PROCESSING INSTRUCTION AND TRADITIONAL INSTRUCTION ON L2 ONLINE PROCESSING OF THE CAUSATIVE CONSTRUCTION IN FRENCH 2014APTITUDE AS GRAMMATICAL SENSITIVITY AND THE INITIAL STAGES OF LEARNING JAPANESE AS A L2

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