Connections Between Type of Instruction and Type of L2 Knowledge and Ability

8/20/2019 Connections Between Type of Instruction and Type of L2 Knowledge and Ability

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Connections between type ofinstruction and type of L2knowledge and ability

Nina Spada

University of Toronto

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Consensus: Instruction is most effective if itincludes attention to both form and meaning

Debates: How to draw learners’ attention to form – explicitly or implicitly

Less agreement: When it is most effective todraw learners’ attention to form?

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Does type of instruction make adifference?


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Isolated form-focused instruction

Integrated form-focused instruction

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Pedagogical timing of attention toform


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What type of L2 knowledge results from

instruction?

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Instructed SLA


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Explicit knowledge: analyzed,

declarative

Implicit knowledge: unanalyzed,

intuitive

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Type of L2 knowledge


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Theoreticaldisputes

only explicit knowledge (Krashen, 1982;Schwartz, 1993

!oth explicit and i"plicit knowledge #ia practice

($eKeyser, 1998

i"plicit knowledge #ia %noticing& (' )llis,

2**+

L2 instruction contributes to

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Instruction>> Type of L2 knowledge?


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In Practice -ost instr.cted S/0 st.dies "eas.res o

explicit knowledge

discretepoint gra""ar tests tasks witho.t ti"e press.re

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ewer instr.cted S/0 st.dies "eas.res o

i"plicit knowledge

"eaningoc.sed tasks ti"e press.red tasks


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Integrated andIsolated FFI

Pre/post-test study to

measure effects ofisolated and integratedFFI on different aspectsof L2 learning

IntegratedFFI/Control Group

Pre/post-test study toinvestigate effects ofintegrated FFI on implicit &explicit L2 knowledge

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Two Quasi- Experimental Studies


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Attention to formalways embedded in

meaning-based and

communicative

practice

Attention to formalways separate from

meaning-based and

communicative

practice

Form-based

Activities

Meaning-based

Activities

Integrated FFI Isolated FFI

or"-eaning

A c t i v

i t i e

s

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Efficiency: Students have an opportunity toengage with meaning AND receive feedback asthey communicate.

Motivation: Knowing that immediate help isavailable precisely when it is needed mayrespond to the expectations and preferences of

students.

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Why integrate?


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Traditional presentation/practice pedagogy

A “natural” way to teach

Humans are limited capacity processors

You can’t pay attention to everything at once

Motivation

No interruption of communicative interaction

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Why isolate?


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No studies have directly compared outcomes forstudents receiving isolated versus integratedform-focused instruction.

No research has investigated whether there aredifferent benefits that come with both types ofinstruction.

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Research on FFI


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Transfer AppropriateProcessing We retrieve knowledge best in contexts that are

similar to those in which we originally acquired it(Blaxton, 1989)

The greater the similarity between theprocessing types activated when we learnedsomething and those activated in our laterattempts to retrieve it …...

… the greater the likelihood of quick andaccurate retrieval


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Isolated FFI

Integrated FFI

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Type of instruction & L2knowledge


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Participants

Learners Teachers/Programs

109 adultlearners

4 classes Intermediate level

of proficiency Studying English

full-time Language groups

◦ Spanish, Mandarin

4 teachers 2 Iso and 2 Int

More than 15 yearsteaching experience

Community-basedESL program for new

Canadians

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Research Design

Pre-test

4ral 5 6ritten -eas.res

Instruction 7 classes 2 ntegrated 5 2 solated

Immediate Post-test Oral & Written Measures

Delayed Post-test Oral & Written Measures


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Passive construction

◦ Difficult to learn

◦ Introduced at intermediate level proficiency

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Target Feature


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Instruction

Integrated FFI Isolated FFI

Form activities:◦ Attention to target form

only

◦ Explicit correctivefeedback

Meaning activities:◦ Attention to meaning

only◦ No corrective feedback

All activities:◦ Attention drawn to

meaning first

◦ Target form focuswoven into activities

◦ Explicit and implicitcorrective feedback

throughout

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Isolated vs. Integrated Activities

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Medical Practices – True orFalse?1. Surgery was invented

in the1800’s.2. The first X-rays were

taken using radium.

3. Florence Nightingaleintroduced modern nursingmethods.

4. Vitamins werediscovered in the early1900’s.

5. The first transplant ofan artificial heart tookplace in the 1950’s.

6. The first vaccinationwas for polio.

7. Freud developed the

psychoanalytic method oftreatin mental illness.

Medical Practice Timeline

Pair Activity


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Written Production

Error Correction Task

(ECT) Cloze Task

Oral Production

Picture Stimulated Oral

Production Task (OPT)

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Language Measures


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Laws are making by the government.

made

Laws are making_by the government.

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Error Correction Task (ECT)


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Version A: Pre-test &Delayed Post-test◦ 6 target items◦ Example:

Statue of Liberty

Version B: ImmediatePost-test◦ 6 target items◦ Example:

Portal Dolmans

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Cloze


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Pre-test, Post-test & Delayed Post-test◦ Picture-cued story-telling task◦ 5 target items

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Oral Production Task (OPT)


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High reliability levels: ECT, OPT, Cloze

Multilevel Modeling

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Analyses and Results


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Growth Model: ECT


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Growth Model: Cloze


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Growth Model: OPT


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Both groups improved on:◦ Error correction task◦ Cloze task◦ Oral production task

No advantages for isolated or integratedFFI on error correction or cloze task

Advantages for integrated FFI on oral

production task

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Summary of results


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Advantages for integrated group on OPT◦ Previous L2 knowledge?

Second study: Effects of integrated FFIon different types of L2 knowledge◦ A second measure of implicit L2 knowledge

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Interpretation and next steps


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Participants

1*: inter"ediatele#el ad.lt learners o )nglish ariety o /1 !ackgro.nds 5 in .llti"e st.dy

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nstr.cted o"parison


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Instructed and Comparison Groups

nstr.cted


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-eas.res @aping /2 "plicit Knowledge

)licited "itation @ask ()

4ral Arod.ction @ask (4A@

-eas.re @aping /2 )xplicit Knowledge )rror >orrection @est ()>@

Measures of L2 Knowledge


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Aretests

nstr.ction

nstr.ction

Aosttests

$elayed

Aosttests

$ay 13 ho.rs

$ay 23 ho.rs

$ay 31+ ho.rs

(1 wk later

(2 wks later

), 4A@ 5 )>@

), 4A@ 5 )>@

), 4A@ 5 )>@

Research Design


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30 items (24 target items & 6 distracters)

e.g. Apples are picking in the fall.

2 versions (same items, different order)

Error Correction Test (ECT)

picked

OPT: Pre test & Delayed Post test


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OPT: Pre-test & Delayed Post-test

Immediate Post-test

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Elicited Imitation Task

21 ite"s◦ : gra""atical, : .ngra""atical, 5 : distracters

◦ :13 sylla!les

2 #ersions sa"e ite"s, dierent order te"s ro" sa"e pool as )>@

Aarticipants were asked listen to an ite"

"ake a tr.th B.dg"ent repeat the ite" theyhear

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True False Not sure


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Please repeat now.


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1

40


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@r.e alse ?ot s.re

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Please repeat now.

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Measure Accuracy InterlanguageECT Correct/Incorrect (0/1)

Apples are picked in the fall. (1)Apples pick in the fall. (0)

OPT Correct/Incorrect

The package was sent to Toronto. (3)The package was sended /were sent toToronto. (2)He sent the package to Toronto. (1)The package sending to Toronto. (0)

Partial scoring

EI Correct/Incorrect (0/1)

Healthy food is baked in oil. (1)Healthy food baked in oil. (0)

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Coding and Scoring


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Data Analysis

4ne6ay 'epeated -eas.res 0?40 or◦ nstr.cted o"parison


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Results: ECT


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Results: OPT


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Results: EI


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Error Correction Task (ECT) Doth gro.ps i"pro#ed o#er ti"e

?o eects or instr.ction

Oral Production Task (OPT) Doth gro.ps i"pro#ed o#er ti"e


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ECT findings >>> No effects for instruction

……..BUT!

OPT findings >>> Effects for instruction

EI findings >>>>> Effects for instruction

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Interpretation


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Nature of tasks: OPT and EI

Strong effects for instruction on the OPT ?ot a ti"ed task

oc.s on "eaningE

Some effects for instruction on EI @i"ed task

oc.s on "eaning

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Conclusion

"plicit learning takes ti"e

>hallenges o "eas.ring type o /2 knowledge

'apid 5 a.to"atized access to explicit /2

knowledge

"plicitF)xplicit GGG $oes it really "atterE

-ore #alidation st.dies o /2 "eas.res

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Acknowledgements

Social Sciences and Humanities ResearchCouncil of Canada

Study Participants

Research Assistants

Lorena Jessop Yasuyo Tomita

Meng-Ying Lin Sebnem Yalcin

Paul Quinn James Venuti

Li-Jiu Shiu

Documents

Connections Between Type of Instruction and Type of L2 Knowledge and Ability