Denman, Lorraine
(2011)
Examining the Effectiveness of Method of Instruction and Teacher- and Learner-Led Discourse in Morphosyntactic Development.
Master's Thesis, University of Pittsburgh.
(Unpublished)
Abstract
This study is a conceptual replication of Toth (2008), who found that teacher-led activities (as compared to learner-led activities) in second language (L2) Spanish classrooms were correlated with higher accuracy rates on a grammaticality judgment (GJ) task and a written production task targeting the use of anticausative verbs. The present study examines whether method of instruction, combined with classroom activity type, has an effect on accuracy rates in GJ and production tasks. Seventy-one L2 Italian students at an American university participated in a 3-day lesson sequence. Results show that neither the method of instruction nor the type of classroom activity had a statistically significant effect on accuracy rates. This may be due to morphosyntactic and semantic properties of the target structure (anticausative si in Italian) or because of quantity of input that is part of the type of instructional method used.
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Details
Item Type: |
University of Pittsburgh ETD
|
Status: |
Unpublished |
Creators/Authors: |
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ETD Committee: |
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Date: |
6 June 2011 |
Date Type: |
Completion |
Defense Date: |
12 April 2011 |
Approval Date: |
6 June 2011 |
Submission Date: |
21 April 2011 |
Access Restriction: |
No restriction; Release the ETD for access worldwide immediately. |
Institution: |
University of Pittsburgh |
Schools and Programs: |
Dietrich School of Arts and Sciences > Linguistics |
Degree: |
MA - Master of Arts |
Thesis Type: |
Master's Thesis |
Refereed: |
Yes |
Uncontrolled Keywords: |
second language acquisition; classroom discourse; classroom instruction |
Other ID: |
http://etd.library.pitt.edu/ETD/available/etd-04212011-082457/, etd-04212011-082457 |
Date Deposited: |
10 Nov 2011 19:40 |
Last Modified: |
15 Nov 2016 13:41 |
URI: |
http://d-scholarship.pitt.edu/id/eprint/7452 |
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