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Context and Generalizability in Multisite L2 Classroom Research: The Impact of Deductive Versus Guided Inductive Instruction.

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Title: Context and Generalizability in Multisite L2 Classroom Research: The Impact of Deductive Versus Guided Inductive Instruction.
Authors: Moranski, Kara1 kara.moranski@uc.edu, Zalbidea, Janire2
Source: Language Learning. Mar2022 Supplement S1, Vol. 72, p41-82. 42p.
Subject Terms: *Second language acquisition, *Deductive teaching, *Classrooms, Grammar, Spanish language
Geographic Terms: United States
Abstract: This study employed a multisite design to investigate the differential impact of deductive and guided inductive instruction for second language (L2) grammar development in ecologically valid classroom contexts. Students (n = 138) from eight intact third‐year L2 Spanish classes in three public high schools in the United States received deductive instruction (n = 49), guided inductive instruction via PACE (n = 49), or no explicit instruction (n = 40) on the pronoun se in non‐agentive constructions. Learning was measured with pre‐, post‐, and delayed posttests of auditory acceptability judgment and written production tasks. Multilevel models indicated that both instructional groups evidenced L2 development in producing se in non‐agentive contexts, but only deductive groups were more accurate than controls for acceptability judgments. Findings also provided evidence of overgeneralization of se, especially for deductive groups. Intraclass correlation coefficients revealed variance related to the socio‐local contexts of classrooms, teachers, and schools. [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
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  Data: Context and Generalizability in Multisite L2 Classroom Research: The Impact of Deductive Versus Guided Inductive Instruction.
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  Data: <searchLink fieldCode="AR" term="%22Moranski%2C+Kara%22">Moranski, Kara</searchLink><relatesTo>1</relatesTo><i> kara.moranski@uc.edu</i><br /><searchLink fieldCode="AR" term="%22Zalbidea%2C+Janire%22">Zalbidea, Janire</searchLink><relatesTo>2</relatesTo>
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  Data: <searchLink fieldCode="JN" term="%22Language+Learning%22">Language Learning</searchLink>. Mar2022 Supplement S1, Vol. 72, p41-82. 42p.
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  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="%22Classrooms%22">Classrooms</searchLink><br /><searchLink fieldCode="DE" term="%22Grammar%22">Grammar</searchLink><br /><searchLink fieldCode="DE" term="%22Spanish+language%22">Spanish language</searchLink>
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  Data: This study employed a multisite design to investigate the differential impact of deductive and guided inductive instruction for second language (L2) grammar development in ecologically valid classroom contexts. Students (n = 138) from eight intact third‐year L2 Spanish classes in three public high schools in the United States received deductive instruction (n = 49), guided inductive instruction via PACE (n = 49), or no explicit instruction (n = 40) on the pronoun se in non‐agentive constructions. Learning was measured with pre‐, post‐, and delayed posttests of auditory acceptability judgment and written production tasks. Multilevel models indicated that both instructional groups evidenced L2 development in producing se in non‐agentive contexts, but only deductive groups were more accurate than controls for acceptability judgments. Findings also provided evidence of overgeneralization of se, especially for deductive groups. Intraclass correlation coefficients revealed variance related to the socio‐local contexts of classrooms, teachers, and schools. [ABSTRACT FROM AUTHOR]
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  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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        Value: 10.1111/lang.12487
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        Text: English
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      – SubjectFull: Deductive teaching
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              Text: Mar2022 Supplement S1
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