Abstract
This study partially replicates McManus and Marsden (2017), who found that providing L1 explicit information (EI) plus task-essential practice led L2 learners to make more accurate and faster interpretations of French morphosyntax. The current study removed the original study's L1 EI component to examine the role of the L1 practice. This design tested whether providing L1 task-essential practice only (alongside a core treatment of L2 EI plus L2 practice) resulted in similar online and offline learning gains compared to the original study's L1 EI plus L1 practice. We used the same online and offline tests, with a similar population of English-speaking learners of L2 French (n = 19). For accuracy and speed of online and offline L2 processing, the findings suggest that additional L1 practice without L1 EI was no more beneficial than L2 EI plus L2 practice alone, indicating that the original study's combination of additional L1 EI with L1 practice appeared to contribute to previously observed learning benefits.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 459-475 |
| Number of pages | 17 |
| Journal | Studies in Second Language Acquisition |
| Volume | 40 |
| Issue number | 2 |
| DOIs | |
| State | Published - Jun 1 2018 |
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All Science Journal Classification (ASJC) codes
- Education
- Language and Linguistics
- Linguistics and Language
Cite this
}
ONLINE and OFFLINE EFFECTS of L1 PRACTICE in L2 GRAMMAR LEARNING : A PARTIAL REPLICATION. / McManus, Kevin; Marsden, Emma.
In: Studies in Second Language Acquisition, Vol. 40, No. 2, 01.06.2018, p. 459-475.Research output: Contribution to journal › Article
TY - JOUR
T1 - ONLINE and OFFLINE EFFECTS of L1 PRACTICE in L2 GRAMMAR LEARNING
T2 - A PARTIAL REPLICATION
AU - McManus, Kevin
AU - Marsden, Emma
PY - 2018/6/1
Y1 - 2018/6/1
N2 - This study partially replicates McManus and Marsden (2017), who found that providing L1 explicit information (EI) plus task-essential practice led L2 learners to make more accurate and faster interpretations of French morphosyntax. The current study removed the original study's L1 EI component to examine the role of the L1 practice. This design tested whether providing L1 task-essential practice only (alongside a core treatment of L2 EI plus L2 practice) resulted in similar online and offline learning gains compared to the original study's L1 EI plus L1 practice. We used the same online and offline tests, with a similar population of English-speaking learners of L2 French (n = 19). For accuracy and speed of online and offline L2 processing, the findings suggest that additional L1 practice without L1 EI was no more beneficial than L2 EI plus L2 practice alone, indicating that the original study's combination of additional L1 EI with L1 practice appeared to contribute to previously observed learning benefits.
AB - This study partially replicates McManus and Marsden (2017), who found that providing L1 explicit information (EI) plus task-essential practice led L2 learners to make more accurate and faster interpretations of French morphosyntax. The current study removed the original study's L1 EI component to examine the role of the L1 practice. This design tested whether providing L1 task-essential practice only (alongside a core treatment of L2 EI plus L2 practice) resulted in similar online and offline learning gains compared to the original study's L1 EI plus L1 practice. We used the same online and offline tests, with a similar population of English-speaking learners of L2 French (n = 19). For accuracy and speed of online and offline L2 processing, the findings suggest that additional L1 practice without L1 EI was no more beneficial than L2 EI plus L2 practice alone, indicating that the original study's combination of additional L1 EI with L1 practice appeared to contribute to previously observed learning benefits.
UR - http://www.scopus.com/inward/record.url?scp=85021082534&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85021082534&partnerID=8YFLogxK
U2 - 10.1017/S0272263117000171
DO - 10.1017/S0272263117000171
M3 - Article
AN - SCOPUS:85021082534
VL - 40
SP - 459
EP - 475
JO - Studies in Second Language Acquisition
JF - Studies in Second Language Acquisition
SN - 0272-2631
IS - 2
ER -