The Effects of Type of Instruction of English Prepositions with Varying Degrees of Salience
It is still unknown if different types of input exposure are equally effective at facilitating the learning of forms that vary in their level of perceptual salience. A pretest-posttest design was implemented during four training sessions to find if university students of English as a foreign langua...
Saved in:
| Main Authors: | , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Universidad del Valle
2024-11-01
|
| Series: | Lenguaje |
| Subjects: | |
| Online Access: | https://revistaprospectiva.univalle.edu.co/index.php/lenguaje/article/view/13344 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| Summary: | It is still unknown if different types of input exposure are equally effective at facilitating the learning of forms that vary in their level of perceptual salience. A pretest-posttest design was implemented during four training sessions to find if university students of English as a foreign language could learn three prepositions which are used in the context of forms of transportation: in, on, and by. Eighty-three participants were assigned one of three different conditions: a) control, b) textual enhancement and c) explicit instruction. Automatized-explicit and declarative-explicit knowledge was assessed before and after the treatment. The results revealed that textual enhancement did not lead to learning of the target forms. Only explicit instruction caused a learning effect. Explicit instruction of less salient forms promoted primarily automatized-explicit knowledge and declarative-explicit knowledge of those forms whereas explicit instruction of more salient forms resulted only in declarative-explicit knowledge.
|
|---|---|
| ISSN: | 0120-3479 2539-3804 |