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chapter1languageacquisitionandlanguagelearning
Anotherapproachtosecondlanguagepedagogyfocusingoninfluencing
learners’processingofL2inputisprocessinginstruction-PI(seee.g.Farley2005,
VanPattenandCadierno1993,VanPatten1996,2004),acomprehensionbased
approachtogrammarinterventiondesignedtoaltertheprocessingstrategiesof
thelearnersandthusafectthekindofintaketheyderivefromtheinput,which
inturnshouldleadtoachangeinthedevelopingsystem(cf.VanPattenand
Cadierno1993,VanPattenandUludag2011).Inprocessinginstruction,learners
receiveexplicitinformationaboutagrammaticalstructureaswellasprocessing
problemswhichmightleadtocomprehensionmistakeswhentheyencounteritin
L2input.Tisexplicitmetalinguisticinstructionisfollowedbystructuredinput
activities,uwhichcontaininputmanipulatedinparticularwaystopushlearners
awayfromless-than-optimalprocessingstrategies”(VanPattenandUludag2011:
45).Processinginstructionisthereforesimilartomoretraditionalapproaches
togrammarinstructioninprovidinglearnerswithexplicitknowledgeahead
oftask.TeaimofPIisnot,however,turninglearners’explicitknowledgeinto
implicitknowledgebyproceduralizingit,butredirectinglearners’attentionin
waysthatwouldhelplearnerstoovercomethemismatchbetweentheirdefault
L1processingstrategyandL2input,thusfacilitatingsecondlanguageacquisition.
Someresearchers(e.g.Doughty2005)questionthenecessityofincludingthe
metalinguisticcomponentinprocessinginstruction,suggestingthatitisthe
structuredprocessingcomponentthatmakesPIefective.
1.5
Effectivenessofimplicitandexplicitlearning-
someresearchfindings
RelativelyfewstudiesintheSLAfieldhavefocusedondirectcontrolled
comparisonsofdiferentialefectivenessofexplicitandimplicitlearning.All
suchexperimentalstudiesreviewedinDeKeyser(2005),whetherconductedin
alaboratorycontext(e.g.DeKeyser1995,Doughty1991,N.CEllis1993,Robinson
1996,1997a)orinarealclassroomsetting(e.g.Scott1990,VanPattenand
Oikkenon1996)showedaclearadvantageforexplicitlearning,asgroupsthat
receivedthemostexplicittreatmentstendedtooutperformthosethatreceived
implicitoratleastlessexplicittrainingonposttreatmentexperimentaltasks.
Tesefindings,however,havetobeviewedastentative,sincethestudieshave
beenlimitedinnumberandtargetedveryspecificstructures,forexampleWelsh
initialconsonantmutation(N.CEllis1993),relativeclauses(Doughty1991),or
subject-verbinversionaferadverbials(Robinson1996).Actually,asnotedby
DeKeyser(2005),thereisaneedformorestudiesthatwouldaddresstheissue
ofdiferentialefectivenessofimplicitandexplicitlearningasafunctionofthe
natureofthetargetedstructure.
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