Task, mode and the effects of input-based explicit instruction

"Ten years have gone by since Long published his article entitled ""Does instruction make a difference?"" (1983). Since then, a number of studies have been published that provide evidence in favor of the positive effects of instruction and the limitations of those effects on different aspects of SLA. Experimental research has mainly concentrated on what to teach. However, psycholinguistic-based studies such as VanPatten (1991) and VanPatten and Cadierno (1993) represent an attempt to answer the question on how instruction can make a difference in L2 knowledge. The experimental study presented here seeks to investigate where the difference is made, more specifically, what kind of knowledge is gained and how this knowledge can be put to use."

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Spanish

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2011

Author dc:creator

• Sanz Alcala, Cristina

Contributors dc:contributor

• VanPatten, Bill

• Education, Language and Literature
• Education, Tests and Measurements
• Language, Linguistics

Statement dc:rights

• Copyright 1994 Sanz Alcala, Cristina

Language dc:language

eng

Identifier

AAI9503309
(UMI)AAI9503309

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/23267