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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
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
FullText Text:
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  Data: Bridging Instruction of the Spanish Subjunctive: Exploring Task Types for Heritage and L2 Learners
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  Data: Southern Conference on Language Teaching. P.O. Box 33615, Decatur, GA 30033. Tel: 404-290-1942; Web site: http://www.scolt.org
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  Data: 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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      – Text: English
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      Pagination:
        PageCount: 37
        StartPage: 84
    Subjects:
      – SubjectFull: Grammar
        Type: general
      – SubjectFull: Second Language Learning
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      – SubjectFull: Second Language Instruction
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      – SubjectFull: Native Language Instruction
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      – SubjectFull: Task Analysis
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      – SubjectFull: Learning Processes
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      – SubjectFull: Student Evaluation
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      – SubjectFull: Language Tests
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      – SubjectFull: Spanish
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      – SubjectFull: English (Second Language)
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      – SubjectFull: Student Characteristics
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      – SubjectFull: Language Proficiency
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      – TitleFull: Bridging Instruction of the Spanish Subjunctive: Exploring Task Types for Heritage and L2 Learners
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