The Effects of Structured Input and Output on the Acquisition of the Accusative Case in L2 German.
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| Title: | The Effects of Structured Input and Output on the Acquisition of the Accusative Case in L2 German. |
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| Authors: | Henry, Nick1 (AUTHOR) nhenry@austin.utexas.edu |
| Source: | Instructed Second Language Acquisition. Jul2025, Vol. 9 Issue 1, p1-29. 29p. |
| Subject Terms: | *Foreign language education, *Active learning, *Cognitive psychology, *Teaching methods, German language |
| Abstract: | Despite a relatively large body of research comparing comprehension- and production-based instruction, instructional treatments have often included different design features (e.g., the presence of explicit information, task-essentialness, attention to meaning) and thus targeted different cognitive processes. The present study focused on a comparison of structured input, structured output, and mixed instruction, all of which are designed specifically to reorient learners' first-noun strategy and promote the connection between form and meaning. Instruction targeted the processing of nominative and accusative case markers in object-first sentences in German. The outcomes of instruction were investigated with respect to learning rate during the training and learning outcomes, as measured by post-test interpretation and production tasks. The results showed few sustained differences between the three types of instruction. Given that the instruction was designed to target the same cognitive process (the attention to and processing of the target form), the results suggest that there are few differences between comprehension- and production-based instruction when they engage the same processes. [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 |
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| Abstract: | Despite a relatively large body of research comparing comprehension- and production-based instruction, instructional treatments have often included different design features (e.g., the presence of explicit information, task-essentialness, attention to meaning) and thus targeted different cognitive processes. The present study focused on a comparison of structured input, structured output, and mixed instruction, all of which are designed specifically to reorient learners' first-noun strategy and promote the connection between form and meaning. Instruction targeted the processing of nominative and accusative case markers in object-first sentences in German. The outcomes of instruction were investigated with respect to learning rate during the training and learning outcomes, as measured by post-test interpretation and production tasks. The results showed few sustained differences between the three types of instruction. Given that the instruction was designed to target the same cognitive process (the attention to and processing of the target form), the results suggest that there are few differences between comprehension- and production-based instruction when they engage the same processes. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 23984155 |
| DOI: | 10.3138/isla-2024-0003 |
