Bridging Instruction of the Spanish Subjunctive: Exploring Task Types for Heritage and L2 Learners
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| Title: | Bridging Instruction of the Spanish Subjunctive: Exploring Task Types for Heritage and L2 Learners |
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| Language: | English |
| Authors: | Sara Fernández Cuenca |
| Source: | Dimensions. 2024 59:84-120. |
| Availability: | Southern Conference on Language Teaching. P.O. Box 33615, Decatur, GA 30033. Tel: 404-290-1942; Web site: http://www.scolt.org |
| Peer Reviewed: | Y |
| Page Count: | 37 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Grammar, Second Language Learning, Second Language Instruction, Form Classes (Languages), Teaching Methods, Intervention, Heritage Education, Educational Benefits, Native Language Instruction, Task Analysis, Learning Processes, Outcomes of Education, Decision Making, Undergraduate Students, Student Evaluation, Language Tests, Spanish, English (Second Language), Student Characteristics, Language Proficiency |
| Abstract: | To this day, there are only a few studies that have used a controlled instructional intervention on specific linguistic structures to investigate if language instruction is beneficial for heritage learners (HLs), in the same way it is for second (L2) language learners, and more research in this area is rapidly needed (Bowles, 2018). The results from this small body of research suggest that explicit language instruction can be beneficial for HLs, but overall L2 learners still appear to benefit from language instruction more than their HLs counterparts (Potowski et al., 2009; Torres, 2018, inter alia). The present study seeks to contribute to this growing body of research and further examines if the type of task employed to measure learning gains plays a role in the uneven outcomes heritage and L2 learners evidence after receiving language instruction. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1424063 |
| Database: | ERIC |
| Abstract: | To this day, there are only a few studies that have used a controlled instructional intervention on specific linguistic structures to investigate if language instruction is beneficial for heritage learners (HLs), in the same way it is for second (L2) language learners, and more research in this area is rapidly needed (Bowles, 2018). The results from this small body of research suggest that explicit language instruction can be beneficial for HLs, but overall L2 learners still appear to benefit from language instruction more than their HLs counterparts (Potowski et al., 2009; Torres, 2018, inter alia). The present study seeks to contribute to this growing body of research and further examines if the type of task employed to measure learning gains plays a role in the uneven outcomes heritage and L2 learners evidence after receiving language instruction. |
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