Primary and secondary effects of processing instruction on Spanish clitic pronouns
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Justin White
Abstract
This study investigates the effects of token item frequency in Structured Input activities on both a primary target form (Spanish accusative clitics) and a secondary target form (Spanish dative clitics). Participants included 460 adult learners enrolled in a beginning-level Spanish language course and they were exposed to either 40, 60, 80, 100, 120, or 140 target form tokens. This study included a pretest, immediate posttest, and a delayed posttest measuring interpretation and production of both primary and secondary target forms. Findings reveal that primary form interpretation effects across all frequencies, however, production findings present themselves with the 60 and 80 token groups only. Secondary form interpretation findings reveal themselves across all frequency levels with the exception of the lowest frequency investigated (40 tokens) and secondary form production mirror those found in previous studies on the same forms. As such, we discuss the theoretical and methodological ramifications of these findings as well as directions for future research.
©2015 by Walter de Gruyter Berlin/Boston
Articles in the same Issue
- Frontmatter
- Introduction to the Special Issue
- Foundations of processing instruction
- The milestones in twenty years of processing instruction research
- The effects of re-exposure to instruction and the use of discourse-level interpretation tasks on processing instruction and the Japanese passive
- Primary and secondary effects of processing instruction on Spanish clitic pronouns
- Input, input processing, and output: A study with discourse-level input and the French causative
- Processing instruction on the Spanish passive with transfer-of-training effects to anaphoric and cataphoric reference contexts
- Deconstructing PI for the ages: Explicit instruction vs. practice in young and older adult bilinguals
- The effects of Processing Instruction on the acquisition of English simple past tense: Age and cognitive task demands
- A commentary on processing instruction
Articles in the same Issue
- Frontmatter
- Introduction to the Special Issue
- Foundations of processing instruction
- The milestones in twenty years of processing instruction research
- The effects of re-exposure to instruction and the use of discourse-level interpretation tasks on processing instruction and the Japanese passive
- Primary and secondary effects of processing instruction on Spanish clitic pronouns
- Input, input processing, and output: A study with discourse-level input and the French causative
- Processing instruction on the Spanish passive with transfer-of-training effects to anaphoric and cataphoric reference contexts
- Deconstructing PI for the ages: Explicit instruction vs. practice in young and older adult bilinguals
- The effects of Processing Instruction on the acquisition of English simple past tense: Age and cognitive task demands
- A commentary on processing instruction
