際際滷shows by User: drazen10 / http://www.slideshare.net/images/logo.gif 際際滷shows by User: drazen10 / Tue, 28 Aug 2018 01:27:47 GMT 際際滷Share feed for 際際滷shows by User: drazen10 The impact of different methods of instruction of l2 spanish determiners and the role of language transfer /drazen10/the-impact-of-different-methods-of-instruction-of-l2-spanish-determiners-and-the-role-of-language-transfer-111847259 theimpactofdifferentmethodsofinstructionofl2spanishdeterminersandtheroleoflanguagetransfer-180828012747
This study examines the acquisition of L2 knowledge (Spanish determiners) by four groups of adolescents as (L2) Spanish learners, taking into consideration two types of instruction: implicit and explicit. Another purpose of this thesis is to investigate the effects of the type of instruction (implicit vs. explicit) on language transfer L1 English-L2 Spanish. The groups in this study were part of two different courses at a High School level in the United States during a winter trimester. Two groups were of higher proficiency and the other two, of lower proficiency. Groups with the same proficiency were instructed with both, implicit and explicit methods. We focus on contrasting the results of both proficiency groups and their specific methods of instruction. Forty-five adolescent (L2) learners of Spanish carried out six written tasks (Timed Grammaticality Judgment Test, Untimed Grammaticality Judgment Test, L2 Achievement task, Truth-Value Judgment Task, Picture-Sentence Matching Task and Sentence-Picture Acceptability Judgment Task) before and immediately after the implicit and explicit methods of instruction were complete. The research conducted in this thesis contains five questions, whose answers were addressed through the statistical analysis of the raw scores obtained in the different mentioned tasks. The research results show that the methods of instruction were significant taking into consideration the proficiency of the students. The higher proficiency group had higher scores than the lower proficiency group on all the measures of implicit and explicit knowledge, developing significantly more explicit knowledge representations of the forms tested than the lower proficiency group. In relation to transfer effects, results show that the explicit method can help the higher proficiency group to more resemble native speakers.]]>
This study examines the acquisition of L2 knowledge (Spanish determiners) by four groups of adolescents as (L2) Spanish learners, taking into consideration two types of instruction: implicit and explicit. Another purpose of this thesis is to investigate the effects of the type of instruction (implicit vs. explicit) on language transfer L1 English-L2 Spanish. The groups in this study were part of two different courses at a High School level in the United States during a winter trimester. Two groups were of higher proficiency and the other two, of lower proficiency. Groups with the same proficiency were instructed with both, implicit and explicit methods. We focus on contrasting the results of both proficiency groups and their specific methods of instruction. Forty-five adolescent (L2) learners of Spanish carried out six written tasks (Timed Grammaticality Judgment Test, Untimed Grammaticality Judgment Test, L2 Achievement task, Truth-Value Judgment Task, Picture-Sentence Matching Task and Sentence-Picture Acceptability Judgment Task) before and immediately after the implicit and explicit methods of instruction were complete. The research conducted in this thesis contains five questions, whose answers were addressed through the statistical analysis of the raw scores obtained in the different mentioned tasks. The research results show that the methods of instruction were significant taking into consideration the proficiency of the students. The higher proficiency group had higher scores than the lower proficiency group on all the measures of implicit and explicit knowledge, developing significantly more explicit knowledge representations of the forms tested than the lower proficiency group. In relation to transfer effects, results show that the explicit method can help the higher proficiency group to more resemble native speakers.]]> Tue, 28 Aug 2018 01:27:47 GMT /drazen10/the-impact-of-different-methods-of-instruction-of-l2-spanish-determiners-and-the-role-of-language-transfer-111847259 drazen10@slideshare.net(drazen10) The impact of different methods of instruction of l2 spanish determiners and the role of language transfer drazen10 This study examines the acquisition of L2 knowledge (Spanish determiners) by four groups of adolescents as (L2) Spanish learners, taking into consideration two types of instruction: implicit and explicit. Another purpose of this thesis is to investigate the effects of the type of instruction (implicit vs. explicit) on language transfer L1 English-L2 Spanish. The groups in this study were part of two different courses at a High School level in the United States during a winter trimester. Two groups were of higher proficiency and the other two, of lower proficiency. Groups with the same proficiency were instructed with both, implicit and explicit methods. We focus on contrasting the results of both proficiency groups and their specific methods of instruction. Forty-five adolescent (L2) learners of Spanish carried out six written tasks (Timed Grammaticality Judgment Test, Untimed Grammaticality Judgment Test, L2 Achievement task, Truth-Value Judgment Task, Picture-Sentence Matching Task and Sentence-Picture Acceptability Judgment Task) before and immediately after the implicit and explicit methods of instruction were complete. The research conducted in this thesis contains five questions, whose answers were addressed through the statistical analysis of the raw scores obtained in the different mentioned tasks. The research results show that the methods of instruction were significant taking into consideration the proficiency of the students. The higher proficiency group had higher scores than the lower proficiency group on all the measures of implicit and explicit knowledge, developing significantly more explicit knowledge representations of the forms tested than the lower proficiency group. In relation to transfer effects, results show that the explicit method can help the higher proficiency group to more resemble native speakers. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/theimpactofdifferentmethodsofinstructionofl2spanishdeterminersandtheroleoflanguagetransfer-180828012747-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> This study examines the acquisition of L2 knowledge (Spanish determiners) by four groups of adolescents as (L2) Spanish learners, taking into consideration two types of instruction: implicit and explicit. Another purpose of this thesis is to investigate the effects of the type of instruction (implicit vs. explicit) on language transfer L1 English-L2 Spanish. The groups in this study were part of two different courses at a High School level in the United States during a winter trimester. Two groups were of higher proficiency and the other two, of lower proficiency. Groups with the same proficiency were instructed with both, implicit and explicit methods. We focus on contrasting the results of both proficiency groups and their specific methods of instruction. Forty-five adolescent (L2) learners of Spanish carried out six written tasks (Timed Grammaticality Judgment Test, Untimed Grammaticality Judgment Test, L2 Achievement task, Truth-Value Judgment Task, Picture-Sentence Matching Task and Sentence-Picture Acceptability Judgment Task) before and immediately after the implicit and explicit methods of instruction were complete. The research conducted in this thesis contains five questions, whose answers were addressed through the statistical analysis of the raw scores obtained in the different mentioned tasks. The research results show that the methods of instruction were significant taking into consideration the proficiency of the students. The higher proficiency group had higher scores than the lower proficiency group on all the measures of implicit and explicit knowledge, developing significantly more explicit knowledge representations of the forms tested than the lower proficiency group. In relation to transfer effects, results show that the explicit method can help the higher proficiency group to more resemble native speakers.
The impact of different methods of instruction of l2 spanish determiners and the role of language transfer from Jorge Gabriel Berges-Puy
]]> 167 4 https://cdn.slidesharecdn.com/ss_thumbnails/theimpactofdifferentmethodsofinstructionofl2spanishdeterminersandtheroleoflanguagetransfer-180828012747-thumbnail.jpg?width=120&height=120&fit=bounds document Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 The impact of implicit and explicit instruction on the learning process of l2 knowledge in spanish /slideshow/the-impact-of-implicit-and-explicit-instruction-on-the-learning-process-of-l2-knowledge-in-spanish-111847007/111847007 theimpactofimplicitandexplicitinstructiononthelearningprocessofl2knowledgeinspanish-180828012528
This paper investigates the effects of two independent variables, (1) type of instruction, namely, 束explicit損 (deductive instruction in which learners are provided with rules and practice examples) and 束implicit損 (i.e. unintentional or incidental instruction in which learners are exposed to input containing the targeted forms), and (2) learner proficiency level, namely, higher and lower proficiency. Dependent measures include grammaticality judgment tests, both timed and untimed, with grammatical and ungrammatical items, and a 束second language proficiency損 task. The targeted features used are basic forms of Spanish determiners. The targeted population consists of four groups of adolescents as (L2) Spanish learners. These groups were part of two different courses at a High School level in the United States during a whole trimester. Two groups were of higher proficiency (intermediates) and the other two (beginners), of lower proficiency. Groups with the same proficiency were instructed with both, implicit and explicit methods. We focus on contrasting the results of both proficiency groups and their specific method of instruction. Participants carried out three written tasks (Timed Grammaticality Judgment Test, Untimed Grammaticality Judgment Test and L2 proficiency task) before and immediately after the implicit and explicit instruction EPOS, XXXIII (2017) p叩gs. 185-207 186 GABRIEL BERGES-PUY were completed. The research results show that the higher proficiency group and the lower proficiency group obtained different scores in relation to their implicit and explicit knowledge and regarding the gains after implicit and explicit instruction was given.]]>
This paper investigates the effects of two independent variables, (1) type of instruction, namely, 束explicit損 (deductive instruction in which learners are provided with rules and practice examples) and 束implicit損 (i.e. unintentional or incidental instruction in which learners are exposed to input containing the targeted forms), and (2) learner proficiency level, namely, higher and lower proficiency. Dependent measures include grammaticality judgment tests, both timed and untimed, with grammatical and ungrammatical items, and a 束second language proficiency損 task. The targeted features used are basic forms of Spanish determiners. The targeted population consists of four groups of adolescents as (L2) Spanish learners. These groups were part of two different courses at a High School level in the United States during a whole trimester. Two groups were of higher proficiency (intermediates) and the other two (beginners), of lower proficiency. Groups with the same proficiency were instructed with both, implicit and explicit methods. We focus on contrasting the results of both proficiency groups and their specific method of instruction. Participants carried out three written tasks (Timed Grammaticality Judgment Test, Untimed Grammaticality Judgment Test and L2 proficiency task) before and immediately after the implicit and explicit instruction EPOS, XXXIII (2017) p叩gs. 185-207 186 GABRIEL BERGES-PUY were completed. The research results show that the higher proficiency group and the lower proficiency group obtained different scores in relation to their implicit and explicit knowledge and regarding the gains after implicit and explicit instruction was given.]]> Tue, 28 Aug 2018 01:25:28 GMT /slideshow/the-impact-of-implicit-and-explicit-instruction-on-the-learning-process-of-l2-knowledge-in-spanish-111847007/111847007 drazen10@slideshare.net(drazen10) The impact of implicit and explicit instruction on the learning process of l2 knowledge in spanish drazen10 This paper investigates the effects of two independent variables, (1) type of instruction, namely, 束explicit損 (deductive instruction in which learners are provided with rules and practice examples) and 束implicit損 (i.e. unintentional or incidental instruction in which learners are exposed to input containing the targeted forms), and (2) learner proficiency level, namely, higher and lower proficiency. Dependent measures include grammaticality judgment tests, both timed and untimed, with grammatical and ungrammatical items, and a 束second language proficiency損 task. The targeted features used are basic forms of Spanish determiners. The targeted population consists of four groups of adolescents as (L2) Spanish learners. These groups were part of two different courses at a High School level in the United States during a whole trimester. Two groups were of higher proficiency (intermediates) and the other two (beginners), of lower proficiency. Groups with the same proficiency were instructed with both, implicit and explicit methods. We focus on contrasting the results of both proficiency groups and their specific method of instruction. Participants carried out three written tasks (Timed Grammaticality Judgment Test, Untimed Grammaticality Judgment Test and L2 proficiency task) before and immediately after the implicit and explicit instruction EPOS, XXXIII (2017) p叩gs. 185-207 186 GABRIEL BERGES-PUY were completed. The research results show that the higher proficiency group and the lower proficiency group obtained different scores in relation to their implicit and explicit knowledge and regarding the gains after implicit and explicit instruction was given. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/theimpactofimplicitandexplicitinstructiononthelearningprocessofl2knowledgeinspanish-180828012528-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> This paper investigates the effects of two independent variables, (1) type of instruction, namely, 束explicit損 (deductive instruction in which learners are provided with rules and practice examples) and 束implicit損 (i.e. unintentional or incidental instruction in which learners are exposed to input containing the targeted forms), and (2) learner proficiency level, namely, higher and lower proficiency. Dependent measures include grammaticality judgment tests, both timed and untimed, with grammatical and ungrammatical items, and a 束second language proficiency損 task. The targeted features used are basic forms of Spanish determiners. The targeted population consists of four groups of adolescents as (L2) Spanish learners. These groups were part of two different courses at a High School level in the United States during a whole trimester. Two groups were of higher proficiency (intermediates) and the other two (beginners), of lower proficiency. Groups with the same proficiency were instructed with both, implicit and explicit methods. We focus on contrasting the results of both proficiency groups and their specific method of instruction. Participants carried out three written tasks (Timed Grammaticality Judgment Test, Untimed Grammaticality Judgment Test and L2 proficiency task) before and immediately after the implicit and explicit instruction EPOS, XXXIII (2017) p叩gs. 185-207 186 GABRIEL BERGES-PUY were completed. The research results show that the higher proficiency group and the lower proficiency group obtained different scores in relation to their implicit and explicit knowledge and regarding the gains after implicit and explicit instruction was given.
The impact of implicit and explicit instruction on the learning process of l2 knowledge in spanish from Jorge Gabriel Berges-Puy
]]> 260 5 https://cdn.slidesharecdn.com/ss_thumbnails/theimpactofimplicitandexplicitinstructiononthelearningprocessofl2knowledgeinspanish-180828012528-thumbnail.jpg?width=120&height=120&fit=bounds document Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Motivational factors in learning an L2. A study on intrinsic/extrinsic motivation, classroom materials, and teachers' behaviors /slideshow/motivational-factors-in-learning-an-l2-111846738/111846738 motivationalfactorsinlearninganl2-180828012252
The aim of this study was to explore intrinsic and extrinsic motivations toward learning Spanish, French, and Mandarin as foreign languages. Also, this study investigates which are the main factors that influence the learners motivation of the L2, focusing on two specific aspects within the classroom: the materials used in this learning process and the teachers behaviors. A sample of 173 high school L2 students (9-12) was selected. The results showed that among the top 10 reasons that justified their L2 learning process, 6 were based on intrinsic factors and 4 on extrinsic ones. Also, these results showed that the most preferred materials by the students to learn are those related to audio-visual resources. Lastly, regarding the teachers motivational practices, the results showed that learners value as the most important motivational factors some teachers personality traits.]]>
The aim of this study was to explore intrinsic and extrinsic motivations toward learning Spanish, French, and Mandarin as foreign languages. Also, this study investigates which are the main factors that influence the learners motivation of the L2, focusing on two specific aspects within the classroom: the materials used in this learning process and the teachers behaviors. A sample of 173 high school L2 students (9-12) was selected. The results showed that among the top 10 reasons that justified their L2 learning process, 6 were based on intrinsic factors and 4 on extrinsic ones. Also, these results showed that the most preferred materials by the students to learn are those related to audio-visual resources. Lastly, regarding the teachers motivational practices, the results showed that learners value as the most important motivational factors some teachers personality traits.]]> Tue, 28 Aug 2018 01:22:52 GMT /slideshow/motivational-factors-in-learning-an-l2-111846738/111846738 drazen10@slideshare.net(drazen10) Motivational factors in learning an L2. A study on intrinsic/extrinsic motivation, classroom materials, and teachers' behaviors drazen10 The aim of this study was to explore intrinsic and extrinsic motivations toward learning Spanish, French, and Mandarin as foreign languages. Also, this study investigates which are the main factors that influence the learners motivation of the L2, focusing on two specific aspects within the classroom: the materials used in this learning process and the teachers behaviors. A sample of 173 high school L2 students (9-12) was selected. The results showed that among the top 10 reasons that justified their L2 learning process, 6 were based on intrinsic factors and 4 on extrinsic ones. Also, these results showed that the most preferred materials by the students to learn are those related to audio-visual resources. Lastly, regarding the teachers motivational practices, the results showed that learners value as the most important motivational factors some teachers personality traits. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/motivationalfactorsinlearninganl2-180828012252-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> The aim of this study was to explore intrinsic and extrinsic motivations toward learning Spanish, French, and Mandarin as foreign languages. Also, this study investigates which are the main factors that influence the learners motivation of the L2, focusing on two specific aspects within the classroom: the materials used in this learning process and the teachers behaviors. A sample of 173 high school L2 students (9-12) was selected. The results showed that among the top 10 reasons that justified their L2 learning process, 6 were based on intrinsic factors and 4 on extrinsic ones. Also, these results showed that the most preferred materials by the students to learn are those related to audio-visual resources. Lastly, regarding the teachers motivational practices, the results showed that learners value as the most important motivational factors some teachers personality traits.
Motivational factors in learning an L2. A study on intrinsic/extrinsic motivation, classroom materials, and teachers' behaviors from Jorge Gabriel Berges-Puy
]]> 336 7 https://cdn.slidesharecdn.com/ss_thumbnails/motivationalfactorsinlearninganl2-180828012252-thumbnail.jpg?width=120&height=120&fit=bounds document Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 https://cdn.slidesharecdn.com/profile-photo-drazen10-48x48.jpg?cb=1535470570 https://cdn.slidesharecdn.com/ss_thumbnails/theimpactofdifferentmethodsofinstructionofl2spanishdeterminersandtheroleoflanguagetransfer-180828012747-thumbnail.jpg?width=320&height=320&fit=bounds drazen10/the-impact-of-different-methods-of-instruction-of-l2-spanish-determiners-and-the-role-of-language-transfer-111847259 The impact of differen... https://cdn.slidesharecdn.com/ss_thumbnails/theimpactofimplicitandexplicitinstructiononthelearningprocessofl2knowledgeinspanish-180828012528-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/the-impact-of-implicit-and-explicit-instruction-on-the-learning-process-of-l2-knowledge-in-spanish-111847007/111847007 The impact of implicit... https://cdn.slidesharecdn.com/ss_thumbnails/motivationalfactorsinlearninganl2-180828012252-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/motivational-factors-in-learning-an-l2-111846738/111846738 Motivational factors i...