The acquisition of the perfective/imperfective aspectual distinction in French : output-based instruction vs. processing instruction

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The acquisition of the perfective/imperfective aspectual distinction in French : output-based instruction vs. processing instruction

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dc.contributor.advisor Blyth, Carl S. (Carl Stewart), 1958-
dc.creator Megharbi, Nora
dc.date.accessioned 2012-02-13T23:01:21Z
dc.date.available 2012-02-13T23:01:21Z
dc.date.created 2007-05
dc.date.issued 2012-02-13
dc.identifier.uri http://hdl.handle.net/2152/14640
dc.description.abstract The effect of grammar instruction on second language acquisition continues to be a source of debate in SLA research. Previous studies have shown that input-based instruction such as Processing Instruction (PI) is more effective than traditional grammar instruction (TI) for the acquisition of grammatical structures such as object pronouns in Spanish, the Spanish preterite, the simple present vs. the present progressive in English, and the ser/estar contrast in Spanish (VanPatten and Cadierno, 1993; Cadierno, 1995; Buck, 2000; Cheng, 2004). This quasi-experimental, classroom-based study examines the effects of output-based instruction (OB) and PI on the acquisition of the perfective/imperfective aspectual distinction in French, shown to be difficult to master by English-speaking learners due to its linguistic and pragmatic complexity. Specifically, the research design investigates whether OB instruction and PI have significant effects on the learners' performance involving the interpretation and production of the passé composé and the imparfait in narration. Two second semester university level French classes at the University of Texas at Austin were randomly assigned to one of the two groups: an output-based instruction group (n=18) and a processing instruction group (n=17). A distinct instructional treatment was developed for both groups, and a pretest/posttest procedure was used to assess the effect of instruction. The two posttests were administered one day and one month after instruction. All tests except the pretest included a written interpretation task, a controlled written production task, and a written composition. The findings show that both the OB and the PI groups improved their performance significantly on the assessment tasks and that there was no statistical difference between the groups on any of the tasks. These results differ from those of previous PI research and suggest that either type of instruction, output-based or processing, may have had a significant impact on the learners' developing system. The type of output-based instruction used in this study differs from TI in that it does not include a mechanical component. The results of the present study are consistent with Farley (2004b) in showing that approaches to grammar instruction that are meaning-oriented may bring about significant effects on SLA.
dc.format.medium electronic
dc.language.iso eng
dc.rights Copyright © is held by the author. Presentation of this material on the Libraries' web site by University Libraries, The University of Texas at Austin was made possible under a limited license grant from the author who has retained all copyrights in the works.
dc.subject Second language acquisition
dc.subject French language
dc.subject English-speakers
dc.subject Output-based instruction
dc.subject Processing instruction
dc.subject Perfective imperfective aspectual distinction
dc.subject Grammar instruction
dc.title The acquisition of the perfective/imperfective aspectual distinction in French : output-based instruction vs. processing instruction
dc.description.department French and Italian
dc.type.genre Thesis
dc.type.material text
thesis.degree.department French and Italian
thesis.degree.discipline French
thesis.degree.grantor The University of Texas at Austin
thesis.degree.level Doctoral
thesis.degree.name Doctor of Philosophy

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