McManus, Kevin orcid.org/0000-0002-7855-6733 and Marsden, Emma orcid.org/0000-0003-4086-5765 (2017) L1 explicit instruction can improve L2 online and offline performance. Studies in Second Language Acquisition. pp. 459-492. ISSN 1470-1545
Abstract
This study investigated the effectiveness of providing L1 explicit information (EI) with practice for making more accurate and faster interpretations of L2 French Imparfait (IMP). Two treatments were investigated: (a) “L2-only,” providing EI about the L2 with L2 interpretation practice, and (b) “L2+L1,” providing the exact same L2-only treatment and including EI about the L1 (English) with practice interpreting L1 features that are equivalent to the IMP. Fifty L2 French learners were randomly assigned to either L2-only, L2+L1, or a control group. Online (self-paced reading) and offline (context-sentence matching) measures from pretest, posttest, and delayed posttests showed that providing additional L1 EI and practice improved not only offline L2 accuracy, but also the speed of online L2 processing. To our knowledge, this makes original and significant contributions about the nature of EI with practice and the role of the L1 (Tolentino & Tokowicz, 2014), and it extends a recent line of research examining EI effects in online sentence processing (Andringa & Curcic, 2015).
Metadata
Item Type: | Article |
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Authors/Creators: |
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Copyright, Publisher and Additional Information: | © Cambridge University Press, 2016. This is an author-produced version of the published paper. Uploaded in accordance with the publisher’s self-archiving policy. Further copying may not be permitted; contact the publisher for details. |
Dates: |
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Institution: | The University of York |
Academic Units: | The University of York > Faculty of Social Sciences (York) > Education (York) |
Funding Information: | Funder Grant number THE BRITISH ACADEMY UNSPECIFIED |
Depositing User: | Pure (York) |
Date Deposited: | 09 May 2016 09:03 |
Last Modified: | 07 Mar 2025 00:04 |
Published Version: | https://doi.org/10.1017/S027226311600022X |
Status: | Published |
Refereed: | Yes |
Identification Number: | 10.1017/S027226311600022X |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:99267 |
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