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Examining the Effectiveness of Method of Instruction and Teacher- and Learner-Led Discourse in Morphosyntactic Development

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 (Unpublished)

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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Status: Unpublished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:
CreatorsEmailPitt UsernameORCID
Denman, Lorrainedenman@pitt.eduDENMAN
ETD Committee:
TitleMemberEmail AddressPitt UsernameORCID
Committee ChairJuffs, Alanjuffs@pitt.eduJUFFS
Committee MemberDonato, Richarddonato@pitt.eduDONATO
Committee MemberShirai, Yasuhiroyshirai@pitt.eduYSHIRAI
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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