TY - JOUR
T1 - Examining the effectiveness of language-switching practice for reducing cross-language competition in L2 grammatical processing
AU - McManus, Kevin
N1 - Funding Information:
This research was supported by a British Academy Postdoctoral Fellowship (PF130001). Many thanks to the learners who participated in this study, to Laurence Richard, Angela O’Flaherty, and Nigel Armstrong for help with recruitment, to Oriane Boulay and Alex Magnuson for research assistance, and to Emma Marsden for her mentorship. Thank you also to the two reviewers for their valuable feedback that greatly improved this paper.
Publisher Copyright:
Copyright © Cambridge University Press 2020.
PY - 2021/1
Y1 - 2021/1
N2 - This study examined the extent to which language-switching practice enhanced L2 learners' L2 grammatical processing by improving language selection abilities. Thirty-six English-speaking learners of French completed the same language-switching practice of L1 and L2 sentences, but received different types of pre-practice explicit information (EI) designed to address L2 learning difficulties resulting from crosslinguistic influence: one group (n = 17) received EI about English-French differences for viewpoint aspect, and a second group (n = 19) received EI about viewpoint aspect in French only. This design investigated the extent to which pre-practice linguistic knowledge moderated the effectiveness of the language-switching practice. Longitudinal analyses showed that increasing amounts of practice improved language selection abilities (increased accuracy, reduced reaction time costs), but only for learners who received EI about L1-L2 differences. These findings that language-switching was moderated by type of pre-practice EI have important implications for theories of L2 learning and instruction.
AB - This study examined the extent to which language-switching practice enhanced L2 learners' L2 grammatical processing by improving language selection abilities. Thirty-six English-speaking learners of French completed the same language-switching practice of L1 and L2 sentences, but received different types of pre-practice explicit information (EI) designed to address L2 learning difficulties resulting from crosslinguistic influence: one group (n = 17) received EI about English-French differences for viewpoint aspect, and a second group (n = 19) received EI about viewpoint aspect in French only. This design investigated the extent to which pre-practice linguistic knowledge moderated the effectiveness of the language-switching practice. Longitudinal analyses showed that increasing amounts of practice improved language selection abilities (increased accuracy, reduced reaction time costs), but only for learners who received EI about L1-L2 differences. These findings that language-switching was moderated by type of pre-practice EI have important implications for theories of L2 learning and instruction.
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U2 - 10.1017/S1366728920000218
DO - 10.1017/S1366728920000218
M3 - Article
AN - SCOPUS:85082130669
VL - 24
SP - 167
EP - 184
JO - Bilingualism: Language and Cognition
JF - Bilingualism: Language and Cognition
SN - 1366-7289
IS - 1
ER -