Processing instruction in helping map forms and meaning in second language acquisition of English simple past
Mable Chan
The Journal of Educational Research, 2018, vol. 111, issue 6, 720-732
Abstract:
In the first phase of this study, how English simple past is being taught in the classroom was examined through a questionnaire. The findings report how primary and secondary teachers perceived the difficulties faced by Cantonese English as a second language learners when acquiring English simple past, and the dominant teaching approaches or strategies used to address the problems. The second phase of the study examined the role of explicit instruction versus implicit instruction by involving primary 2 students being taught using three different forms of pedagogical intervention: processing instruction, traditional instruction, and implicit instruction. Findings show that the processing instruction group had significant improvement from pretest to posttest in the interpretation task, and they also obtained the greatest gains. In the production task, both processing instruction and traditional instruction groups obtained greatest gains and their improvement was significant. Explicit instruction was found to be more effective than implicit instruction in second language acquisition of English simple past.
Date: 2018
References: Add references at CitEc
Citations: View citations in EconPapers (1)
Downloads: (external link)
http://hdl.handle.net/10.1080/00220671.2017.1411879 (text/html)
Access to full text is restricted to subscribers.
Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.
Export reference: BibTeX
RIS (EndNote, ProCite, RefMan)
HTML/Text
Persistent link: https://EconPapers.repec.org/RePEc:taf:vjerxx:v:111:y:2018:i:6:p:720-732
Ordering information: This journal article can be ordered from
http://www.tandfonline.com/pricing/journal/vjer20
DOI: 10.1080/00220671.2017.1411879
Access Statistics for this article
The Journal of Educational Research is currently edited by Mary F. Heller
More articles in The Journal of Educational Research from Taylor & Francis Journals
Bibliographic data for series maintained by Chris Longhurst ().