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International Review of Applied Linguistics in Language Teaching

Ed. by Jordens, Peter / Roberts, Leah

4 Issues per year


IMPACT FACTOR 2016: 0.545

CiteScore 2016: 0.49

SCImago Journal Rank (SJR) 2016: 0.279
Source Normalized Impact per Paper (SNIP) 2016: 0.269

Online
ISSN
1613-4141
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Volume 53, Issue 2 (Jun 2015)

Issues

The effects of re-exposure to instruction and the use of discourse-level interpretation tasks on processing instruction and the Japanese passive

Alessandro Benati
  • Corresponding author
  • Department of Literature, University of Greenwich, Language and Theatre Greenwich Campus, SE10 9LS, UK
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Published Online: 2015-05-29 | DOI: https://doi.org/10.1515/iral-2015-0007

Abstract

This experimental study explores immediate and re-exposure effects of processing instruction on the acquisition of Japanese passive forms as measured by sentence-level and discourse-level tasks. The passive construction in Japanese is affected by learners' use of the First Noun Strategy. Participants were English native speakers and were randomly assigned to one of three groups (processing instruction, processing instruction and re-exposure, and one control group), with the aim of measuring discourse-level and re-exposure effects. Two sentence-level tasks (interpretation and production), and one discourse level task (interpretation) were used in this experiment. The main findings from the study show that L2 learners receiving processing instruction not only improved in their ability to interpret and produce the target feature at sentence level, but they can also use the target forms to interpret discourse. Learners receiving re-exposure to the processing instruction treatment further improve their performance on both sentence-level and discourse-level tasks in an immediate and delayed post-tests battery.

Keywords: processing instruction; re-exposure; discourse-level tasks

About the article

Published Online: 2015-05-29

Published in Print: 2015-06-01


Citation Information: International Review of Applied Linguistics in Language Teaching, ISSN (Online) 1613-4141, ISSN (Print) 0019-042X, DOI: https://doi.org/10.1515/iral-2015-0007.

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©2015 by Walter de Gruyter Berlin/Boston. Copyright Clearance Center

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