THE EXPERANTO EXPERIMENT

1997 ◽  
Vol 19 (2) ◽  
pp. 249-276 ◽  
Author(s):  
Rick de Graaff
Keyword(s):  
University Students ◽  
Differential Effect ◽  
Explicit Knowledge ◽  
Explicit Instruction ◽  
Artificial Language ◽  
Facilitative Effect ◽  
General Hypothesis ◽  
Self Study ◽  
Computer Controlled

Theories on the role of consciousness and the enhancement of noticing (Schmidt, 1990, 1994; Sharwood Smith, 1993) predict a facilitative effect of explicit knowledge, as built up by explicit instruction, on the acquisition of implicit second language (L2) knowledge. This study investigates the interaction between the presence or absence of explicit instruction and the variables complexity and morphology/syntax in the acquisition of four L2 structures. Two groups of 27 university students, differing in the exposure to explicit instruction, followed a computer-controlled self-study course in an artificial language. Results from computer-controlled posttests confirm the general hypothesis that explicit instruction facilitates the acquisition of L2 grammar. However, no evidence could be reported for the hypotheses predicting a differential effect of explicit instruction depending on the variables complexity and morphology/syntax.

The long-term effect of explicit instruction on learners’ knowledge on English articles

2017 ◽  
Vol 23 (2) ◽  
pp. 179-199 ◽  
Author(s):  
Mari Umeda ◽  
Neal Snape ◽  
Noriaki Yusa ◽  
John Wiltshier
Keyword(s):  
Explicit Knowledge ◽  
Explicit Instruction ◽  
Control Group ◽  
Instruction Group ◽  
Long Term Effect ◽  
One Year ◽  
English Articles ◽  
Generic Sentences

This study examines the role of explicit instruction in article semantics to L2 learners of English. Two types of generic sentences, expressed by different articles, were tested over time. An instruction group ( n = 21), a control group ( n = 16) and a native English speaker control group ( n = 9) participated in the study. The instruction group received nine 60-minute lessons across 9 weeks. A pre-test was administered to both groups before instruction began and four post-tests were given to both groups. The results from delayed post-tests show that the instruction group improved, but after one year little knowledge was retained. The findings suggest that explicit knowledge of articles is unlikely to be retained unless ongoing instruction is achieved.

IMPLICIT LEARNING IN THE CROWD

2017 ◽  
Vol 39 (4) ◽  
pp. 711-734 ◽  
Author(s):  
Elma Kerz ◽  
Daniel Wiechmann ◽  
Florian B. Riedel
Keyword(s):  
General Population ◽  
University Students ◽  
Learning Outcomes ◽  
Implicit Learning ◽  
Learning Effect ◽  
Unresolved Issue ◽  
Facilitative Effect ◽  
L2 Acquisition ◽  
Controlled Conditions

AbstractA growing field of research has made use of a semiartificial language paradigm to investigate the role of awareness in L2 acquisition. A central and empirically still unresolved issue in this field concerns the possibility of learning implicitly, that is, without intention to learn and without awareness of what has been learned. Up until now, studies on implicit learning have mainly been conducted in laboratory settings under highly controlled conditions with university students as participants. The present study investigated whether and to what extent the results obtained in such settings can be extrapolated to the general population. Building on Williams (2005), we designed two crowdsourcing experiments that examined the learning of novel form-meaning mappings under incidental conditions in 163 participants. Our design allowed us to disentangle the effects of awareness at the level of noticing and understanding. The results of the two experiments demonstrated the implicit learning effect outside the lab in a more varied sample of participants and indicated that awareness at both levels appears to have a facilitative effect on learning outcomes.

Hoe Beïnvloedt Kennis Over Taal de Verwerving Van Een Vreemde Taal? Evidentie Vanuit Een Computeronder-Steunde Cursus Spaans

1998 ◽  
Vol 58 ◽  
pp. 119-126
Author(s):  
Rick de Graaff
Keyword(s):  
Explicit Knowledge ◽  
Explicit Instruction ◽  
Syntactic Structure ◽  
Morphological Structure ◽  
Implicit Knowledge ◽  
Target Language ◽  
Computer Assisted ◽  
Grammatical Structure ◽  
Self Study ◽  
Knowledge Of Language

The article reports on an empirical study of the faciltative effect of explicit instruction about language structure on the acquisition of second language (L2) morphosyntax, by means of an experiment in which students learning Spanish were given varying amounts of explanation about the grammatical structure. Students took a computer-assisted self-study course under explanation or non-explanation conditions, and were tested on the acquisition of a simple and a complex morphological structure and a simple and a complex syntactic structure. It is argued that explicit knowledge about language does not convert into implicit knowledge of language. The study is based on an attention focusing position, according to which implicit knowledge is acquired as a result of noticing specific forms and their meanings in the target language; noticing can be facilitated by explicit knowledge built up as a result of explicit instruction.

Feedback in the Acquisition of a Miniature Artificial Language

1980 ◽  
Vol 10 (3-4) ◽  
pp. 112-114
Author(s):  
L.H. Gilbert
Keyword(s):  
University Students ◽  
Visual Display ◽  
Artificial Language ◽  
Experimental Conditions ◽  
Geometric Objects ◽  
The Subject

The role of explicit informational feedback about semantic and syntactic errors was investigated in an experiment where university students were required to learn a miniature artificial language. A computer presented a series of simple geometric objects on a visual display screen, and alternately provided the proper description of the configuration (a model) or accepted and corrected the descriptions of the subject. The four experimental conditions were that (a) both semantic and syntactic errors were corrected; (b) only semantic; (c) only syntactic; (d) no errors were corrected. The results indicated that the subjects did not effectively utilize the feedback they received, and under all conditions learned the language from the model sentences which were presented.

Addressing fluctuation in article choice by Japanese learners of L2 English through explicit instruction

10.1558/35594 ◽  
2018 ◽  
Vol 2 (2) ◽  
pp. 164-188
Author(s):  
Neal Snape ◽  
Mari Umeda
Keyword(s):  
Explicit Knowledge ◽  
Explicit Instruction ◽  
Control Group ◽  
English Speaker ◽  
Instruction Group ◽  
Post Test ◽  
Japanese Learners ◽  
One Year ◽  
Study Participants

This study examines the role of explicit instruction in article meanings to L1-Japanese learners of L2-English. An instruction group (n = 21), a control group (n = 16) and a native English speaker group (n = 9) participated in this study. Participants were asked to rate the acceptability of [±definite] and [±specific] sentences on a scale of 1–4 (1 = unacceptable; 4 = acceptable) in relation to a context for pre- and three post-tests. A pre-test was administered to both groups before instruction began and three post-tests were given to both groups. The instruction group received seven, sixty-minute lessons across seven weeks on instruction in the concepts of definiteness and specificity. Post-test 1 was administered to all participants at the end of the instruction period; post-test 2 was given after a twelve-week summer break; post-test 3 was one year after instruction had ended. The findings show that the instruction group made some gains in consolidating their understanding of the concepts during the instruction period, but after one year little explicit knowledge was retained.

Addressing fluctuation in article choice by Japanese learners of L2 English through explicit instruction

2018 ◽  
Vol 2 (2) ◽  
pp. 164-188
Author(s):  
Neal Snape ◽  
Mari Umeda
Keyword(s):  
Explicit Knowledge ◽  
Explicit Instruction ◽  
Control Group ◽  
English Speaker ◽  
Instruction Group ◽  
Post Test ◽  
Japanese Learners ◽  
One Year ◽  
Study Participants

This study examines the role of explicit instruction in article meanings to L1-Japanese learners of L2-English. An instruction group (n = 21), a control group (n = 16) and a native English speaker group (n = 9) participated in this study. Participants were asked to rate the acceptability of [±definite] and [±specific] sentences on a scale of 1–4 (1 = unacceptable; 4 = acceptable) in relation to a context for pre- and three post-tests. A pre-test was administered to both groups before instruction began and three post-tests were given to both groups. The instruction group received seven, sixty-minute lessons across seven weeks on instruction in the concepts of definiteness and specificity. Post-test 1 was administered to all participants at the end of the instruction period; post-test 2 was given after a twelve-week summer break; post-test 3 was one year after instruction had ended. The findings show that the instruction group made some gains in consolidating their understanding of the concepts during the instruction period, but after one year little explicit knowledge was retained.

scholarly journals The role of explicit instruction in the acquisition of the present perfect

2010 ◽  
Vol 10 (4) ◽  
pp. 837-858 ◽  
Author(s):  
Ingrid Finger ◽  
Fábio de Oliveira Vasques
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Language Learning ◽  
Explicit Instruction ◽  
Foreign Language Learning ◽  
Present Perfect ◽  
Instruction Group ◽  
Experimental Group

This paper aims at analyzing the role of explicit instruction in the learning of the Present Perfect by Brazilian university students in a formal setting. Participants were divided into two groups and tested twice in comprehension and production tasks during a three-week interval. In the second week, the experimental group was exposed to explicit instruction on use and form of the target topic. Results indicate that the explicit instruction group showed overall improvement, providing support to the claim that explicit instruction is beneficial, or at least it is not prejudicial, to foreign language learning.

Role of Emotional Intelligence in Managing Stress Among University Students

2012 ◽  
Author(s):  
Iram Feroz ◽  
Asma Parveen ◽  
Iftekhar Ahmed ◽  
Nandita Choube
Keyword(s):  
Emotional Intelligence ◽  
University Students ◽  
Managing Stress

Role of Islamic religiosity in predicting academic motivation of university students.

2017 ◽  
Vol 9 (4) ◽  
pp. 377-386 ◽  
Author(s):  
Shameem Fatima ◽  
Musferah Mehfooz ◽  
Sumera Sharif
Keyword(s):  
University Students ◽  
Academic Motivation

Moderating Role of Learning Strategies Between Meta-Cognitive Awareness and Study Habits Among University Students

2019 ◽  
Vol 34 (Spring 2019) ◽  
pp. 215-231
Author(s):  
Mussarat J. Khan ◽  
Seemab Rasheed
Keyword(s):  
Regression Analysis ◽  
Resource Management ◽  
University Students ◽  
Learning Strategies ◽  
Management Strategies ◽  
Cognitive Strategies ◽  
Study Habits ◽  
Good Reliability ◽  
Cognitive Awareness

The purpose of present study is to examine the role of learning strategies as moderator between meta-cognitive awareness and study habits among university students. Sample comprises of 200 students (100 male students and 100 female students) of various universities of Islamabad and Rawalpindi with age ranging from 18-25 years. In order to assess study variables questionnaires were used included Meta-Cognitive Awareness Inventory (Schraw & Dennison, 1994) measuring two-components of meta-cognition that are knowledge and regulation of cognition. Study habits demonstrated by the students were measured by the Study Habits Inventory (Wrenn, 1941). Motivated Strategies for Learning Questionnaire (Pintrich, Smith, Garcia, & McKeachie, 1991) which includes motivation and learning strategies scales. In the present study, only the learning strategies section was utilized, which measures the cognitive strategies and resource management strategies. Results revealed positive correlation between research instruments and are also having good reliability. Regression analysis reflected that meta-cognitive awareness predicts study habits among university students. Regression analysis also suggested that learning strategies including resource management strategies and cognitive strategies significantly moderates the relationship between meta-cognitive awareness and study habits. It is also explored gender differences on learning strategies, meta-cognitive awareness and study habits. Future implications of the study were also discussed.

Sign in / Sign up

Export Citation Format

Share Document