"Grammar instruction and input processing: The acquisition of Spanish ""ser"" and ""estar"""
This study examined the effects of two types of instruction on the acquisition of the Spanish copulas ser and estar by adult English-speaking learners of Spanish in a classroom setting. It compared traditional production-oriented instruction, processing instruction (VanPatten and Cadierno, 1993), and no-instruction. The traditional instruction was characterized by explanation of grammar rules followed by written and oral practice. The processing instruction involved grammar explanation and comprehension practice using structured input that induces learners to alter existing processing strategies so as to make correct meaning-and-form connections.
Education, Language and Literature, Language, Modern
University of Illinois - Urbana-Champaign
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University of Illinois at Urbana-Champaign