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You are here: Home / News & Events / Events / CLS Speaker Series_check_then_delete / 2016-2017 / CLS Speaker Series - Kevin McManus (Penn State University) Investigating the Benefits of L1 Explicit Instruction in L2 Input Processing
 

CLS Speaker Series - Kevin McManus (Penn State University) Investigating the Benefits of L1 Explicit Instruction in L2 Input Processing

When Mar 24, 2017
from 09:00 AM to 10:30 AM
Where 127 Moore
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Investigating the Benefits of L1 Explicit Instruction in L2 Input Processing

 

Persistent L1 effects throughout L2 learning are repeatedly acknowledged (Izquierdo & Collins, 2008; Tokowicz & Warren, 2010; Roberts & Liszka, 2013), but very little research has investigated the impact of explicit instruction about L1 properties on L2 learning. This paper presents an experimental intervention designed to examine how differences in the type of explicit instruction impact L2 learners’ online processing of the French Imparfait – a feature with complex L1-L2 form-meaning mapping differences and similarities. Four instructional conditions manipulated explicit information (EI) and/or practice: 


i)                EI about L1 and L2, with practice in L1+L2 (n=17)
ii)               EI only about the L2, with practice in L1+L2 (n=19)
iii)              EI only about the L2, with practice in L2 (n=17)
iv)              Test-only (n=16)

 

In this talk I build on previous analyses of learners’ performance in offline and online outcome measures and examine learners’ accuracy and speed of input processing during the intervention. Results show more accurate and faster processing over time for learners receiving L2+L1 EI plus practice (group i) than in the other groups (ii and iii). These results are consistent with previous findings about the benefits of L1+L2 EI plus practice for online processing (McManus & Marsden, 2016, in press). In addition to the unique nature of this intervention, how differences in the nature of EI and practice influence L2 learning is discussed (with links to L2 theory about the role of L1 and awareness, e.g. Ellis 2006, Truscott 2015), including why explicit instruction about both the L2 and L1 appears particularly beneficial for this target feature.

For additional information contact Katy VanAmburg (kjv12@psu.edu) at 865-7970 or Karen Miller (kxm80@psu.edu).