Examining Deductive Versus Guided Instruction From an Interactionist Perspective.
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| Title: | Examining Deductive Versus Guided Instruction From an Interactionist Perspective. |
|---|---|
| Authors: | Azkarai, Agurtzane1 agurtzane.azcaray@ehu.eus, Oliver, Rhonda2, Gil‐Berrio, Yohana3 |
| Source: | Language Learning. Mar2022 Supplement S1, Vol. 72, p125-164. 40p. |
| Subject Terms: | *Second language acquisition, *Deductive teaching, *Vocabulary, *Teaching, Language-action paradigm |
| Abstract: | The interactionist hypothesis holds that conversational interaction facilitates second language (L2) learning by providing learners opportunities to receive meaningful input, modify their output, and attend to language form. Although research has often explored the efficacy of different types of L2 instruction (deductive or inductive), few studies have done so from an interactionist perspective. This study explores small‐group interactions of 19 L2 Spanish learners from two intact high school classes as they completed four communicative tasks following either deductive or PACE instruction on the pronoun se. We examined the nature of the student group interactions in each class, focusing on negotiation of meaning (NoM) strategies and language‐related episodes (LREs). The deductive participants used more NoM strategies, and produced more LREs than PACE participants. Regardless of the type of instruction, the majority of LREs dealt with vocabulary and were resolved correctly. Task conditions also mediated the outcomes of feedback and LREs. [ABSTRACT FROM AUTHOR] |
| Copyright of Language Learning is the property of Wiley-Blackwell 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 | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 156379429 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Examining Deductive Versus Guided Instruction From an Interactionist Perspective. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Azkarai%2C+Agurtzane%22">Azkarai, Agurtzane</searchLink><relatesTo>1</relatesTo><i> agurtzane.azcaray@ehu.eus</i><br /><searchLink fieldCode="AR" term="%22Oliver%2C+Rhonda%22">Oliver, Rhonda</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Gil‐Berrio%2C+Yohana%22">Gil‐Berrio, Yohana</searchLink><relatesTo>3</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Language+Learning%22">Language Learning</searchLink>. Mar2022 Supplement S1, Vol. 72, p125-164. 40p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Second+language+acquisition%22">Second language acquisition</searchLink><br />*<searchLink fieldCode="DE" term="%22Deductive+teaching%22">Deductive teaching</searchLink><br />*<searchLink fieldCode="DE" term="%22Vocabulary%22">Vocabulary</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching%22">Teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Language-action+paradigm%22">Language-action paradigm</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: The interactionist hypothesis holds that conversational interaction facilitates second language (L2) learning by providing learners opportunities to receive meaningful input, modify their output, and attend to language form. Although research has often explored the efficacy of different types of L2 instruction (deductive or inductive), few studies have done so from an interactionist perspective. This study explores small‐group interactions of 19 L2 Spanish learners from two intact high school classes as they completed four communicative tasks following either deductive or PACE instruction on the pronoun se. We examined the nature of the student group interactions in each class, focusing on negotiation of meaning (NoM) strategies and language‐related episodes (LREs). The deductive participants used more NoM strategies, and produced more LREs than PACE participants. Regardless of the type of instruction, the majority of LREs dealt with vocabulary and were resolved correctly. Task conditions also mediated the outcomes of feedback and LREs. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Language Learning is the property of Wiley-Blackwell 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: 10.1111/lang.12482 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 40 StartPage: 125 Subjects: – SubjectFull: Second language acquisition Type: general – SubjectFull: Deductive teaching Type: general – SubjectFull: Vocabulary Type: general – SubjectFull: Teaching Type: general – SubjectFull: Language-action paradigm Type: general Titles: – TitleFull: Examining Deductive Versus Guided Instruction From an Interactionist Perspective. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Azkarai, Agurtzane – PersonEntity: Name: NameFull: Oliver, Rhonda – PersonEntity: Name: NameFull: Gil‐Berrio, Yohana IsPartOfRelationships: – BibEntity: Dates: – D: 02 M: 03 Text: Mar2022 Supplement S1 Type: published Y: 2022 Identifiers: – Type: issn-print Value: 00238333 Numbering: – Type: volume Value: 72 Titles: – TitleFull: Language Learning Type: main |
| ResultId | 1 |
