Effects of input-based and output-based focus-on-form instruction on grammar learning depending on the difficulty level of target forms

2018 ◽  
Vol 23 (1) ◽  
pp. 345-368
Author(s):  
Yunkyoung Cho
Keyword(s):  
Difficulty Level ◽  
Focus On Form ◽  
Grammar Learning

scholarly journals Grammar Learning Strategies and Language Attainment: Seeking a Relationship

2009 ◽  
Vol 7 ◽  
pp. 43-60 ◽  
Author(s):  
Mirosław Pawlak
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Inductive Learning ◽  
Target Language ◽  
Focus On Form ◽  
Course Grades ◽  
Grammar Learning ◽  
Strong Positive Relationship ◽  
Scant Attention ◽  
The Relationship

Despite major advances in research on language learning strategies, there are still areas that have received only scant attention, and one of them is undoubtedly learning grammar. The paper contributes to the paucity of empirical investigations in this domain by presenting the findings of a study which sought to investigate the relationship between the use of grammar learning strategies (GLS) reported by 142 English Department students and target language attainment, operationalized as their performance in a practical grammar course and the end-of-the-year examination. Information about GLS use was obtained by means of a tool that was designed on the basis of a theoretical scheme proposed by Oxford, Rang Lee and Park (2007) in which GLS are divided into three categories depending on whether they represent implicit learning with focus on form, explicit inductive learning and explicit deductive learning. The analysis failed to find a strong positive relationship between the use of GLS and achievement, irrespective of the level of the BA program, or statistically significant differences in this respect between lower-level and higher-level participants. The highest, albeit very weak, correlation was identified between the use of GLS associated with explicit deductive learning and grammar course grades, which testifies to the traditional nature of instruction the subjects receive. The findings serve as a basis for putting forward a handful of recommendations for learning, teaching and testing grammar as well as directions for future studies into grammar learning strategies.

Abstraction Processes in Artificial Grammar Learning

1997 ◽  
Vol 50 (1) ◽  
pp. 216-252 ◽  
Author(s):  
David R. Shanks ◽  
Theresa Johnstone ◽  
Leo Staggs
Keyword(s):  
Artificial Grammar Learning ◽  
Artificial Grammar ◽  
Grammar Learning

Task-Switching Training and Transfer

2018 ◽  
Vol 32 (3) ◽  
pp. 106-130 ◽  
Author(s):  
Zsófia Anna Gaál ◽  
István Czigler
Keyword(s):  
Older Adults ◽  
Young Adults ◽  
Cognitive Training ◽  
Task Switching ◽  
Difficulty Level ◽  
Training Procedure ◽  
Far Transfer ◽  
Near Transfer ◽  
Related Potentials ◽  
Transfer Tasks

Abstract. We used task-switching (TS) paradigms to study how cognitive training can compensate age-related cognitive decline. Thirty-nine young (age span: 18–25 years) and 40 older (age span: 60–75 years) women were assigned to training and control groups. The training group received 8 one-hour long cognitive training sessions in which the difficulty level of TS was individually adjusted. The other half of the sample did not receive any intervention. The reference task was an informatively cued TS paradigm with nogo stimuli. Performance was measured on reference, near-transfer, and far-transfer tasks by behavioral indicators and event-related potentials (ERPs) before training, 1 month after pretraining, and in case of older adults, 1 year later. The results showed that young adults had better pretraining performance. The reference task was too difficult for older adults to form appropriate representations as indicated by the behavioral data and the lack of P3b components. But after training older adults reached the level of performance of young participants, and accordingly, P3b emerged after both the cue and the target. Training gain was observed also in near-transfer tasks, and partly in far-transfer tasks; working memory and executive functions did not improve, but we found improvement in alerting and orienting networks, and in the execution of variants of TS paradigms. Behavioral and ERP changes remained preserved even after 1 year. These findings suggest that with an appropriate training procedure older adults can reach the level of performance seen in young adults and these changes persist for a long period. The training also affects the unpracticed tasks, but the transfer depends on the extent of task similarities.

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