Paper 3288
Teaching the Complexities of English Article Use and Choice for Generics to L2 Learners
Neal Snape, Mari Umeda, John Wiltshier, and Noriaki Yusa
208-222 (complete paper or proceedings contents)
Abstract
The current study provides explicit instruction to L2 learners of English on article use and choice for generics. An instruction group (n=21) and a control group (n=16) participated in the intervention study. The instruction group received 60-minute lessons across 9 weeks. A pre-test was administered to both groups before instruction began and three post-tests were given to both groups: post-test 1 after 3 weeks, post-test 2 after 9 weeks, and post-test 3 after a 12 week break. The findings show that the instruction group improved in the use and choice of the definite singular to refer to kinds, e.g., the dodo bird is extinct, whereas the control group continued to perform poorly on all tests. The authors argue that the results show that explicit instruction can be beneficial if instruction is sustained over an extended period.
Published in
Proceedings of the 13th Generative Approaches to Second Language Acquisition Conference (GASLA 2015)
edited by David Stringer, Jordan Garrett, Becky Halloran, and Sabrina Mossman
Table of contents
Paper 3288
Teaching the Complexities of English Article Use and Choice for Generics to L2 Learners
Neal Snape, Mari Umeda, John Wiltshier, and Noriaki Yusa
208-222 (complete paper or proceedings contents)
Neal Snape, Mari Umeda, John Wiltshier, and Noriaki Yusa
208-222 (complete paper or proceedings contents)
Abstract
The current study provides explicit instruction to L2 learners of English on article use and choice for generics. An instruction group (n=21) and a control group (n=16) participated in the intervention study. The instruction group received 60-minute lessons across 9 weeks. A pre-test was administered to both groups before instruction began and three post-tests were given to both groups: post-test 1 after 3 weeks, post-test 2 after 9 weeks, and post-test 3 after a 12 week break. The findings show that the instruction group improved in the use and choice of the definite singular to refer to kinds, e.g., the dodo bird is extinct, whereas the control group continued to perform poorly on all tests. The authors argue that the results show that explicit instruction can be beneficial if instruction is sustained over an extended period.
Published in
Proceedings of the 13th Generative Approaches to Second Language Acquisition Conference (GASLA 2015)
edited by David Stringer, Jordan Garrett, Becky Halloran, and Sabrina Mossman
Table of contents
edited by David Stringer, Jordan Garrett, Becky Halloran, and Sabrina Mossman
Table of contents