Input-Based Tasks for Beginner-Level Learners: An Approximate Replication and Extension of Erlam & Ellis (2018)
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| Title: | Input-Based Tasks for Beginner-Level Learners: An Approximate Replication and Extension of Erlam & Ellis (2018) |
|---|---|
| Language: | English |
| Authors: | Erlam, Rosemary, Ellis, Rod |
| Source: | Language Teaching. Oct 2019 52(4):490-511. |
| Availability: | Cambridge University Press. 100 Brook Hill Drive, West Nyack, NY 10994. Tel: 800-872-7423; Tel: 845-353-7500; Fax: 845-353-4141; e-mail: subscriptions_newyork@cambridge.org; Web site: https://journals.cambridge.org |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| Publication Date: | 2019 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Second Language Learning, Linguistic Input, Language Acquisition, Vocabulary Development, Adolescents, Novices, French, Second Language Instruction, Receptive Language, Replication (Evaluation) |
| DOI: | 10.1017/S0261444818000216 |
| ISSN: | 0261-4448 |
| Abstract: | Erlam & Ellis (2018) published, in "Canadian Modern Language Review", an experimental study that investigated the effect of input-based tasks on the acquisition of vocabulary and markers of plurality by adolescent near-beginner learners of L2 (second language) French. The present paper reports an approximate replication of the original study with the aim of confirming or disconfirming the results. The research questions of both studies addressed the receptive acquisition of new vocabulary and the receptive and productive acquisition of markers of plurality resulting from instruction using input-based tasks. Both studies investigated near-beginner adolescent learners of French. The teacher, the students' usual classroom teacher, was the same in both studies. In the replication study, a new, larger group of students were investigated, the length of the instruction was increased, involving the development of additional tasks, and productive as well as the receptive knowledge of the vocabulary items was assessed. The results of the replication study confirm and extend those of the original study. The teachers' views about the role of input-based tasks with near-beginner learners remained constant in the two studies. The paper concludes with a discussion of the contribution that approximate replications can make to instructed second language acquisition research. |
| Abstractor: | As Provided |
| Entry Date: | 2019 |
| Accession Number: | EJ1231487 |
| Database: | ERIC |
| FullText | Text: Availability: 0 |
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| Header | DbId: eric DbLabel: ERIC An: EJ1231487 AccessLevel: 3 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Input-Based Tasks for Beginner-Level Learners: An Approximate Replication and Extension of Erlam & Ellis (2018) – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Erlam%2C+Rosemary%22">Erlam, Rosemary</searchLink><br /><searchLink fieldCode="AR" term="%22Ellis%2C+Rod%22">Ellis, Rod</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Language+Teaching%22"><i>Language Teaching</i></searchLink>. Oct 2019 52(4):490-511. – Name: Avail Label: Availability Group: Avail Data: Cambridge University Press. 100 Brook Hill Drive, West Nyack, NY 10994. Tel: 800-872-7423; Tel: 845-353-7500; Fax: 845-353-4141; e-mail: subscriptions_newyork@cambridge.org; Web site: https://journals.cambridge.org – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 22 – Name: DatePubCY Label: Publication Date Group: Date Data: 2019 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Linguistic+Input%22">Linguistic Input</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Acquisition%22">Language Acquisition</searchLink><br /><searchLink fieldCode="DE" term="%22Vocabulary+Development%22">Vocabulary Development</searchLink><br /><searchLink fieldCode="DE" term="%22Adolescents%22">Adolescents</searchLink><br /><searchLink fieldCode="DE" term="%22Novices%22">Novices</searchLink><br /><searchLink fieldCode="DE" term="%22French%22">French</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Receptive+Language%22">Receptive Language</searchLink><br /><searchLink fieldCode="DE" term="%22Replication+%28Evaluation%29%22">Replication (Evaluation)</searchLink> – Name: DOI Label: DOI Group: ID Data: 10.1017/S0261444818000216 – Name: ISSN Label: ISSN Group: ISSN Data: 0261-4448 – Name: Abstract Label: Abstract Group: Ab Data: Erlam & Ellis (2018) published, in "Canadian Modern Language Review", an experimental study that investigated the effect of input-based tasks on the acquisition of vocabulary and markers of plurality by adolescent near-beginner learners of L2 (second language) French. The present paper reports an approximate replication of the original study with the aim of confirming or disconfirming the results. The research questions of both studies addressed the receptive acquisition of new vocabulary and the receptive and productive acquisition of markers of plurality resulting from instruction using input-based tasks. Both studies investigated near-beginner adolescent learners of French. The teacher, the students' usual classroom teacher, was the same in both studies. In the replication study, a new, larger group of students were investigated, the length of the instruction was increased, involving the development of additional tasks, and productive as well as the receptive knowledge of the vocabulary items was assessed. The results of the replication study confirm and extend those of the original study. The teachers' views about the role of input-based tasks with near-beginner learners remained constant in the two studies. The paper concludes with a discussion of the contribution that approximate replications can make to instructed second language acquisition research. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2019 – Name: AN Label: Accession Number Group: ID Data: EJ1231487 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1231487 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1017/S0261444818000216 Languages: – Text: English PhysicalDescription: Pagination: PageCount: 22 StartPage: 490 Subjects: – SubjectFull: Second Language Learning Type: general – SubjectFull: Linguistic Input Type: general – SubjectFull: Language Acquisition Type: general – SubjectFull: Vocabulary Development Type: general – SubjectFull: Adolescents Type: general – SubjectFull: Novices Type: general – SubjectFull: French Type: general – SubjectFull: Second Language Instruction Type: general – SubjectFull: Receptive Language Type: general – SubjectFull: Replication (Evaluation) Type: general Titles: – TitleFull: Input-Based Tasks for Beginner-Level Learners: An Approximate Replication and Extension of Erlam & Ellis (2018) Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Erlam, Rosemary – PersonEntity: Name: NameFull: Ellis, Rod IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 10 Type: published Y: 2019 Identifiers: – Type: issn-print Value: 0261-4448 Numbering: – Type: volume Value: 52 – Type: issue Value: 4 Titles: – TitleFull: Language Teaching Type: main |
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