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

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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 ... continued below

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Foster, Sarah Jenne May 2011.

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  • Foster, Sarah Jenne

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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.

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  • May 2011

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  • Jan. 9, 2012, 9:53 p.m.

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  • Dec. 3, 2013, 11:44 a.m.

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Foster, Sarah Jenne. Processing Instruction and Teaching Proficiency Through Reading and Storytelling: A Study of Input in the Second Language Classroom, thesis, May 2011; Denton, Texas. (digital.library.unt.edu/ark:/67531/metadc67982/: accessed October 21, 2017), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .