Supplemental material, SUPPLEMENTAL_MATERIALS_1 for A self-paced reading (SPR) study of the effec... more Supplemental material, SUPPLEMENTAL_MATERIALS_1 for A self-paced reading (SPR) study of the effects of processing instruction on the L2 processing of active and passive sentences by James F. Lee, Paul A. Malovrh, Stephen Doherty and Alecia Nichols in Language Teaching Research
The present study provides empirical data measuring the effects of a flipped and blended course d... more The present study provides empirical data measuring the effects of a flipped and blended course design for beginning-level Spanish on the four skills of reading, writing, speaking, and listening, compared to a control group following a traditional present-practice-produce instructional format. The study provides a template for the successful restructuring of language programs through the incorporation of a cognitive model of learning processes, controls for depth of language processing, and a reconceptualization of instructional context. Results of a pre/post-test design show that two experimental groups, which met three days per week in the classroom along with flipped-blended course work, developed at the same pace in receptive skills, and more so in productive skills, than a control group that met four days per week only in the classroom. Keywords: blended instruction/instrucción semipresencial, depth of processing/profundidad de procesamiento, flipped course design/aprendizaje invertido, learning context/contexto de aprendizaje, language program restructuring/restructuración de programas de lengua, second language processing/procesamiento de segundas lenguas, stages of learning/etapas de aprendizaje
... 1997; VanPatten, 1990; Zyzik, 2004). ... xiv Table 5.11 Stages of Development in the Producti... more ... 1997; VanPatten, 1990; Zyzik, 2004). ... xiv Table 5.11 Stages of Development in the Production of Clitic Pronouns in Torres (2003)....223 Table 5.12 Stages of Development of the Accusative Case in Zyzik (2004)....224 Page 16. ...
We agree with those who propose that input and input processing are the beginning points of the a... more We agree with those who propose that input and input processing are the beginning points of the acquisition process (Carroll, 2007; N. Ellis, 2007; VanPatten, 2007). The relationship between input and L2 knowledge begins with the noticing of forms in the input and associating them with meaning (Schmidt, 1990; 2001; VanPatten 1996; 2004). Perceptual salience leads some forms to be noticed before others (Slobin, 1973; 1985; VanPatten, 1996; 2004). Some forms have but one function, and likewise have a more salient and transparent form-function association, whereas other forms have many functions, resulting in a less salient, less transparent form-function association (Andersen, 1990; Bardovi-Harlig, 2007). Clitic pronouns in Spanish are not salient for a variety of reasons. As clitics, they inherently lack phonological stress in the input. As forms with multiple functions, they do not all have a distinct form-function association, thus making some connections less salient than others (...
Native speakers of English acquiring Spanish as a second language (L2) rely on word order to assi... more Native speakers of English acquiring Spanish as a second language (L2) rely on word order to assign the grammatical roles of subject and object to words in a sentence (Houston, 1997; Lee, 1987; 2000; LoCoco, 1987; VanPatten, 1984; VanPatten and Houston, 1998). The psycholinguistic strategy causes L2 learners to assign the roles of subject or agent to the first noun encountered in a target sentence. Doing so yields non-nativelike interpretations of object-verb-subject (OVS) sentences, on the one hand, and delays the acquisition of object pronouns, on the other, because of the variable word order characteristic of Spanish. For example, both of the following Spanish sentences are grammatical: (1) Juan la vio. Juan-SUBJ her-OBJ saw
The present study provides empirical data measuring the effects of a flipped and blended course d... more The present study provides empirical data measuring the effects of a flipped and blended course design for beginning-level Spanish on the four skills of reading, writing, speaking, and listening, compared to a control group following a traditional present-practice-produce instructional format. The study provides a template for the successful restructuring of language programs through the incorporation of a cognitive model of learning processes, controls for depth of language processing, and a reconceptualization of instructional context. Results of a pre/post-test design show that two experimental groups, which met three days per week in the classroom along with flipped-blended course work, developed at the same pace in receptive skills, and more so in productive skills, than a control group that met four days per week only in the classroom. Keywords: blended instruction/instrucción semipresencial, depth of processing/profundidad de procesamiento, flipped course design/aprendizaje invertido, learning context/contexto de aprendizaje, language program restructuring/restructuración de programas de lengua, second language processing/procesamiento de segundas lenguas, stages of learning/etapas de aprendizaje
Native speakers of English acquiring Spanish as a second language (L2) rely on word order to assi... more Native speakers of English acquiring Spanish as a second language (L2) rely on word order to assign the grammatical roles of subject and object to words in a sentence (Houston, 1997; Lee, 1987; 2000; LoCoco, 1987; VanPatten, 1984; VanPatten and Houston, 1998). The psycholinguistic strategy causes L2 learners to assign the roles of subject or agent to the first noun encountered in a target sentence. Doing so yields non-nativelike interpretations of object-verb-subject (OVS) sentences, on the one hand, and delays the acquisition of object pronouns, on the other, because of the variable word order characteristic of Spanish. For example, both of the following Spanish sentences are grammatical:
The present study measured the effects of guided-inductive (GI) versus deductive computer-deliver... more The present study measured the effects of guided-inductive (GI) versus deductive computer-delivered instruction on the processing and retention of the Spanish true passive using a self-paced reading design. Fifty-four foreign language learners of Spanish participated in the study, which operationalised guided-inductive and deductive approaches using an adaptation of the PACE model and processing instruction (PI), respectively. Results revealed that each experimental group significantly improved after the pedagogical intervention, and that the GI group outperformed the PI group in terms of accuracy on an immediate post-test. Differences between the groups, however, were not durative; at the delayed post-test, each group performed the same. Additional analyses revealed that the GI group spent over twice as much time on task during instruction than the PI group, with no long-term advantages on processing, calling into question the pedagogical justification for implementing GI at a curr...
Supplemental material, SUPPLEMENTAL_MATERIALS_1 for A self-paced reading (SPR) study of the effec... more Supplemental material, SUPPLEMENTAL_MATERIALS_1 for A self-paced reading (SPR) study of the effects of processing instruction on the L2 processing of active and passive sentences by James F. Lee, Paul A. Malovrh, Stephen Doherty and Alecia Nichols in Language Teaching Research
The present study provides empirical data measuring the effects of a flipped and blended course d... more The present study provides empirical data measuring the effects of a flipped and blended course design for beginning-level Spanish on the four skills of reading, writing, speaking, and listening, compared to a control group following a traditional present-practice-produce instructional format. The study provides a template for the successful restructuring of language programs through the incorporation of a cognitive model of learning processes, controls for depth of language processing, and a reconceptualization of instructional context. Results of a pre/post-test design show that two experimental groups, which met three days per week in the classroom along with flipped-blended course work, developed at the same pace in receptive skills, and more so in productive skills, than a control group that met four days per week only in the classroom. Keywords: blended instruction/instrucción semipresencial, depth of processing/profundidad de procesamiento, flipped course design/aprendizaje invertido, learning context/contexto de aprendizaje, language program restructuring/restructuración de programas de lengua, second language processing/procesamiento de segundas lenguas, stages of learning/etapas de aprendizaje
... 1997; VanPatten, 1990; Zyzik, 2004). ... xiv Table 5.11 Stages of Development in the Producti... more ... 1997; VanPatten, 1990; Zyzik, 2004). ... xiv Table 5.11 Stages of Development in the Production of Clitic Pronouns in Torres (2003)....223 Table 5.12 Stages of Development of the Accusative Case in Zyzik (2004)....224 Page 16. ...
We agree with those who propose that input and input processing are the beginning points of the a... more We agree with those who propose that input and input processing are the beginning points of the acquisition process (Carroll, 2007; N. Ellis, 2007; VanPatten, 2007). The relationship between input and L2 knowledge begins with the noticing of forms in the input and associating them with meaning (Schmidt, 1990; 2001; VanPatten 1996; 2004). Perceptual salience leads some forms to be noticed before others (Slobin, 1973; 1985; VanPatten, 1996; 2004). Some forms have but one function, and likewise have a more salient and transparent form-function association, whereas other forms have many functions, resulting in a less salient, less transparent form-function association (Andersen, 1990; Bardovi-Harlig, 2007). Clitic pronouns in Spanish are not salient for a variety of reasons. As clitics, they inherently lack phonological stress in the input. As forms with multiple functions, they do not all have a distinct form-function association, thus making some connections less salient than others (...
Native speakers of English acquiring Spanish as a second language (L2) rely on word order to assi... more Native speakers of English acquiring Spanish as a second language (L2) rely on word order to assign the grammatical roles of subject and object to words in a sentence (Houston, 1997; Lee, 1987; 2000; LoCoco, 1987; VanPatten, 1984; VanPatten and Houston, 1998). The psycholinguistic strategy causes L2 learners to assign the roles of subject or agent to the first noun encountered in a target sentence. Doing so yields non-nativelike interpretations of object-verb-subject (OVS) sentences, on the one hand, and delays the acquisition of object pronouns, on the other, because of the variable word order characteristic of Spanish. For example, both of the following Spanish sentences are grammatical: (1) Juan la vio. Juan-SUBJ her-OBJ saw
The present study provides empirical data measuring the effects of a flipped and blended course d... more The present study provides empirical data measuring the effects of a flipped and blended course design for beginning-level Spanish on the four skills of reading, writing, speaking, and listening, compared to a control group following a traditional present-practice-produce instructional format. The study provides a template for the successful restructuring of language programs through the incorporation of a cognitive model of learning processes, controls for depth of language processing, and a reconceptualization of instructional context. Results of a pre/post-test design show that two experimental groups, which met three days per week in the classroom along with flipped-blended course work, developed at the same pace in receptive skills, and more so in productive skills, than a control group that met four days per week only in the classroom. Keywords: blended instruction/instrucción semipresencial, depth of processing/profundidad de procesamiento, flipped course design/aprendizaje invertido, learning context/contexto de aprendizaje, language program restructuring/restructuración de programas de lengua, second language processing/procesamiento de segundas lenguas, stages of learning/etapas de aprendizaje
Native speakers of English acquiring Spanish as a second language (L2) rely on word order to assi... more Native speakers of English acquiring Spanish as a second language (L2) rely on word order to assign the grammatical roles of subject and object to words in a sentence (Houston, 1997; Lee, 1987; 2000; LoCoco, 1987; VanPatten, 1984; VanPatten and Houston, 1998). The psycholinguistic strategy causes L2 learners to assign the roles of subject or agent to the first noun encountered in a target sentence. Doing so yields non-nativelike interpretations of object-verb-subject (OVS) sentences, on the one hand, and delays the acquisition of object pronouns, on the other, because of the variable word order characteristic of Spanish. For example, both of the following Spanish sentences are grammatical:
The present study measured the effects of guided-inductive (GI) versus deductive computer-deliver... more The present study measured the effects of guided-inductive (GI) versus deductive computer-delivered instruction on the processing and retention of the Spanish true passive using a self-paced reading design. Fifty-four foreign language learners of Spanish participated in the study, which operationalised guided-inductive and deductive approaches using an adaptation of the PACE model and processing instruction (PI), respectively. Results revealed that each experimental group significantly improved after the pedagogical intervention, and that the GI group outperformed the PI group in terms of accuracy on an immediate post-test. Differences between the groups, however, were not durative; at the delayed post-test, each group performed the same. Additional analyses revealed that the GI group spent over twice as much time on task during instruction than the PI group, with no long-term advantages on processing, calling into question the pedagogical justification for implementing GI at a curr...
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