Processing Instruction and Teaching Proficiency Through Reading and Storytelling: A Study of Input in the Second Language Classroom

Description:

This paper reports a study of VanPatten's processing instruction (PI) and Ray's TPRS. High school students in a beginning Spanish course were divided into three groups (PI, TPRS, and control) and instructed in forms using the Spanish verb gustar. Treatment included sentence-level and discourse-level input, and tests included interpretation and production measures in a pretest, an immediate posttest, and a delayed posttest given two and a half months following treatment. The PI group made the greatest gains in production measures and in a grammaticality judgment test, and the TPRS group made the greatest gains in written fluency. The PI group's statistical gains in production measures held through the delayed posttest.

Creator(s): Foster, Sarah Jenne
Creation Date: May 2011
Partner(s):
UNT Libraries
Collection(s):
UNT Theses and Dissertations
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Publisher Info:
Publisher Name: University of North Texas
Place of Publication: Denton, Texas
Date(s):
  • Creation: May 2011
Description:

This paper reports a study of VanPatten's processing instruction (PI) and Ray's TPRS. High school students in a beginning Spanish course were divided into three groups (PI, TPRS, and control) and instructed in forms using the Spanish verb gustar. Treatment included sentence-level and discourse-level input, and tests included interpretation and production measures in a pretest, an immediate posttest, and a delayed posttest given two and a half months following treatment. The PI group made the greatest gains in production measures and in a grammaticality judgment test, and the TPRS group made the greatest gains in written fluency. The PI group's statistical gains in production measures held through the delayed posttest.

Degree:
Level: Master's
Discipline: Linguistics
Language(s):
Subject(s):
Keyword(s): Processing instruction | Spanish | TPRS | input
Contributor(s):
Partner:
UNT Libraries
Collection:
UNT Theses and Dissertations
Identifier:
  • ARK: ark:/67531/metadc67982
Resource Type: Thesis or Dissertation
Format: Text
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Access: Public
License: Copyright
Holder: Foster, Sarah Jenne
Statement: Copyright is held by the author, unless otherwise noted. All rights reserved.