The effects of different types of form-focused instruction on the acquisition of grammatical gender by second language learners of French

IF 1.5 2区文学 0 LANGUAGE & LINGUISTICS

Language Awareness Pub Date : 2023-02-03 DOI:10.1080/09658416.2022.2149762

Andrew H. Lee, R. Lyster

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引用次数: 1

Abstract

Abstract The present study investigated the effects of different types of form-focused instruction (FFI) on the acquisition of French grammatical gender attribution. A quasi-experimental study was conducted with 140 participants in six intact French as a second language (L2) classes. The classes received six 80-minute instructional sessions consisting of FFI on only sublexical cues, FFI on both sublexical cues and pronunciation, or the control condition (two classes per condition). To measure the effects of the instructional conditions, a pretest, an immediate posttest, and a delayed posttest were administered. Results showed that the participants receiving FFI on only sublexical cues showed significant improvement in binary-choice, text-completion, and listening tasks, but not in an oral picture-description task. In contrast, those receiving FFI on both sublexical cues and pronunciation showed significantly higher scores on all tasks after the instructional sessions. The present study highlights the importance of pronunciation instruction in L2 grammar acquisition and its interdependence with lexical and morphological domains.

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不同形式教学对法语第二语言学习者语法性别习得的影响

摘要本研究探讨了不同形式的形式导向教学对法语语法性别归因习得的影响。一项准实验研究对140名参与者进行了六个完整的法语作为第二语言(L2)课程。这些班级接受了六次80分钟的教学课程，包括仅针对亚词汇线索的FFI，针对亚词汇线索和发音的FFI，或控制条件(每个条件两节课)。为了测量教学条件的效果，进行了前测、即时后测和延迟后测。结果显示，仅在亚词汇提示下接受FFI的参与者在二元选择、文本完成和听力任务中有显著改善，但在口头图片描述任务中没有显著改善。相比之下，在亚词汇提示和发音上都接受FFI的学生在教学课程结束后的所有任务中都表现出明显更高的分数。本研究强调了语音教学在二语语法习得中的重要性及其与词汇和形态领域的相互依存关系。

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来源期刊

Language Awareness Multiple-

CiteScore

3.70

自引率

10.00%

发文量

期刊介绍： Language Awareness encourages and disseminates work which explores the following: the role of explicit knowledge about language in the process of language learning; the role that such explicit knowledge about language plays in language teaching and how such knowledge can best be mediated by teachers; the role of explicit knowledge about language in language use: e.g. sensitivity to bias in language, manipulative aspects of language, literary use of language. It is also a goal of Language Awareness to encourage the establishment of bridges between the language sciences and other disciplines within or outside educational contexts.