Marsden, E., & Chen, H. Y. (2011). The roles of structured input activities in processing instruction and the kinds of knowledge they promote. Language Learning, 61, 1058-1098.
摘要：This study aimed to isolate the effects of the two input activities in Processing Instruction: referential activities, which force learners to focus on a form and its meaning, and affective activities, which contain exemplars of the target form and require learners to process sentence meaning. One hundred and twenty 12-year-old Taiwanese learners of English as a foreign language were assigned to one of four groups: Referential + Affective, Referential only, Affective only, or Control. The treatments were computer-based. Pretests, posttests, and delayed posttests, including a timed grammaticality judgment, a written gap-fill, an oral picture narration, and a short semistructured conversation, measured learning of the-edpast tense verb inflection. Findings suggested that referential activities were responsible for the learning gains observed, that affective activities did not provide additional benefits in terms of learning-ed, and that the gains observed displayed some broadly defined characteristics of explicit knowledge.
关键词：applied linguistics, language testing and assessment, applied linguistics, English as a second/foreign language learning, English as a Second Language Learning, English as a Second Language Instruction, English as a Second Language Teaching Methods, Language Processing, Children, Language Tests, Reference Semantic
京公网安备：11010802020838号
京ICP备18030989号-2
