Structure-based or dynamic usage-based instruction : long-term effects on (morpho)syntactic and lexical complexity in writing samples.
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| Title: | Structure-based or dynamic usage-based instruction : long-term effects on (morpho)syntactic and lexical complexity in writing samples. |
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| Authors: | Rousse-Malpat, Audrey1 a.rousse-malpat@rug.nl, Steinkrauss, Rasmus1 r.g.a.steinkrauss@rug.nl, Verspoor, Marjolijn1 m.h.verspoor@rug.nl |
| Source: | Instructed Second Language Acquisition. 2019, Vol. 3 Issue 2, p181-205. 25p. |
| Subject Terms: | *Study & teaching of language composition, *Lexicology, *French language education, Semantics (Philosophy), Morphosyntax, Linguistics |
| Abstract: | This classroom study aims to explore the instructional effects of structure-based (SB) or dynamic usage-based (DUB) instruction with free response, communicative writing tasks after three years of L2-French instruction on linguistic complexity measures in (morpho)syntax and lexicon. We investigated data from forty-three young high school beginner learners of L2-French after three years of instruction with similar amounts of L2 exposure. The SB treatment included a traditional focus on explicit grammar; the DUB group was taught using the Accelerated Integrated Method, a highly communicative, meaning-focused method without explicit instruction, but with a great deal of exposure and repetition to induce frequency effects. Results after three years show that DUB instruction leads to more linguistic complexity in terms of various (morpho)syntactic and some lexical measures (multi-word sequences coverage). On other lexical measures (such as Guiraud index and average word length), no differences were found. The results are discussed using insights from the dynamic usage-based perspective. [ABSTRACT FROM AUTHOR] |
| Copyright of Instructed Second Language Acquisition is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 139714839 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Structure-based or dynamic usage-based instruction : long-term effects on (morpho)syntactic and lexical complexity in writing samples. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Rousse-Malpat%2C+Audrey%22">Rousse-Malpat, Audrey</searchLink><relatesTo>1</relatesTo><i> a.rousse-malpat@rug.nl</i><br /><searchLink fieldCode="AR" term="%22Steinkrauss%2C+Rasmus%22">Steinkrauss, Rasmus</searchLink><relatesTo>1</relatesTo><i> r.g.a.steinkrauss@rug.nl</i><br /><searchLink fieldCode="AR" term="%22Verspoor%2C+Marjolijn%22">Verspoor, Marjolijn</searchLink><relatesTo>1</relatesTo><i> m.h.verspoor@rug.nl</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Instructed+Second+Language+Acquisition%22">Instructed Second Language Acquisition</searchLink>. 2019, Vol. 3 Issue 2, p181-205. 25p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Study+%26+teaching+of+language+composition%22">Study & teaching of language composition</searchLink><br />*<searchLink fieldCode="DE" term="%22Lexicology%22">Lexicology</searchLink><br />*<searchLink fieldCode="DE" term="%22French+language+education%22">French language education</searchLink><br /><searchLink fieldCode="DE" term="%22Semantics+%28Philosophy%29%22">Semantics (Philosophy)</searchLink><br /><searchLink fieldCode="DE" term="%22Morphosyntax%22">Morphosyntax</searchLink><br /><searchLink fieldCode="DE" term="%22Linguistics%22">Linguistics</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This classroom study aims to explore the instructional effects of structure-based (SB) or dynamic usage-based (DUB) instruction with free response, communicative writing tasks after three years of L2-French instruction on linguistic complexity measures in (morpho)syntax and lexicon. We investigated data from forty-three young high school beginner learners of L2-French after three years of instruction with similar amounts of L2 exposure. The SB treatment included a traditional focus on explicit grammar; the DUB group was taught using the Accelerated Integrated Method, a highly communicative, meaning-focused method without explicit instruction, but with a great deal of exposure and repetition to induce frequency effects. Results after three years show that DUB instruction leads to more linguistic complexity in terms of various (morpho)syntactic and some lexical measures (multi-word sequences coverage). On other lexical measures (such as Guiraud index and average word length), no differences were found. The results are discussed using insights from the dynamic usage-based perspective. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Instructed Second Language Acquisition is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1558/isla.38054 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 25 StartPage: 181 Subjects: – SubjectFull: Study & teaching of language composition Type: general – SubjectFull: Lexicology Type: general – SubjectFull: French language education Type: general – SubjectFull: Semantics (Philosophy) Type: general – SubjectFull: Morphosyntax Type: general – SubjectFull: Linguistics Type: general Titles: – TitleFull: Structure-based or dynamic usage-based instruction : long-term effects on (morpho)syntactic and lexical complexity in writing samples. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Rousse-Malpat, Audrey – PersonEntity: Name: NameFull: Steinkrauss, Rasmus – PersonEntity: Name: NameFull: Verspoor, Marjolijn IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 07 Text: 2019 Type: published Y: 2019 Identifiers: – Type: issn-print Value: 23984155 Numbering: – Type: volume Value: 3 – Type: issue Value: 2 Titles: – TitleFull: Instructed Second Language Acquisition Type: main |
| ResultId | 1 |
