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Does Order of Instruction Matter? A Language Program Intervention for Preterite-Imperfect Learning

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Title: Does Order of Instruction Matter? A Language Program Intervention for Preterite-Imperfect Learning
Language: English
Authors: Claudia Sánchez-Gutiérrez (ORCID 0000-0001-8081-7528), Sophia Minnillo, Ana Ortega Pérez (ORCID 0000-0002-6724-7943), Ana Ruiz-Alonso-Bartol
Source: Foreign Language Annals. 2025 58(3):677-702.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 26
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Teaching Methods, Sequential Approach, Second Language Learning, Spanish, Sequential Learning, Form Classes (Languages), Second Language Instruction, College Students, Cloze Procedure, Instructional Effectiveness, Morphemes
DOI: 10.1111/flan.70012
ISSN: 0015-718X
1944-9720
Abstract: Research on L2 acquisition of the Spanish perfective and imperfective past has suggested that order-of-instruction (preterite before imperfect) may significantly contribute to learners' difficulty with mastering the imperfect. We sought to empirically test the effect of order-of-instruction by implementing a program-wide intervention in a beginner Spanish program at a large US university (N = 697 students) which reverted the timing of teaching the preterite and imperfect (imperfect before preterite). Except for the order in which the tenses were taught, all aspects of the curriculum remained identical across the "preterite-first" and the "imperfect-first" groups. Results from a cloze test and an analysis of student narrative texts demonstrate that teaching the imperfect first had neither a significant effect on suppliance nor on appropriate use of preterite-imperfect forms, thus rejecting the hypothesis that order-of-instruction plays a central role in L2 Spanish tense-aspect development.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1484470
Database: ERIC
FullText Text:
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  Data: <searchLink fieldCode="AR" term="%22Claudia+Sánchez-Gutiérrez%22">Claudia Sánchez-Gutiérrez</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8081-7528">0000-0001-8081-7528</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sophia+Minnillo%22">Sophia Minnillo</searchLink><br /><searchLink fieldCode="AR" term="%22Ana+Ortega+Pérez%22">Ana Ortega Pérez</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6724-7943">0000-0002-6724-7943</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ana+Ruiz-Alonso-Bartol%22">Ana Ruiz-Alonso-Bartol</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Foreign+Language+Annals%22"><i>Foreign Language Annals</i></searchLink>. 2025 58(3):677-702.
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: Research on L2 acquisition of the Spanish perfective and imperfective past has suggested that order-of-instruction (preterite before imperfect) may significantly contribute to learners' difficulty with mastering the imperfect. We sought to empirically test the effect of order-of-instruction by implementing a program-wide intervention in a beginner Spanish program at a large US university (N = 697 students) which reverted the timing of teaching the preterite and imperfect (imperfect before preterite). Except for the order in which the tenses were taught, all aspects of the curriculum remained identical across the "preterite-first" and the "imperfect-first" groups. Results from a cloze test and an analysis of student narrative texts demonstrate that teaching the imperfect first had neither a significant effect on suppliance nor on appropriate use of preterite-imperfect forms, thus rejecting the hypothesis that order-of-instruction plays a central role in L2 Spanish tense-aspect development.
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