外显教学对幼儿内隐和外显语言知识的影响

IF 1.5 2区 文学 0 LANGUAGE & LINGUISTICS Language Learning and Development Pub Date : 2021-08-04 DOI:10.1080/15475441.2021.1941968
S. Spit, Sible Andringa, J. Rispens, E. Aboh
{"title":"外显教学对幼儿内隐和外显语言知识的影响","authors":"S. Spit, Sible Andringa, J. Rispens, E. Aboh","doi":"10.1080/15475441.2021.1941968","DOIUrl":null,"url":null,"abstract":"ABSTRACT Research consistently shows that adults engaged in tutored acquisition benefit from explicit instruction in several linguistic domains. For preschool children, it is often assumed that such explicit instruction does not make a difference. In the present study, we investigated whether explicit instruction affected young learners in acquiring a morpho-syntactic element. A total of 103 Dutch-speaking kindergartners (M = 5;7) received training in a miniature language to learn a meaningful agreement marker. Results from a picture matching task, during which eye movements were recorded, provided no evidence that explicit instruction led to higher accuracy rates, but suggest that it did lead to earlier predictive eye movements. These data seem incompatible with the idea that explicit instruction does not make a difference when kindergartners learn a grammatical element, and tentatively suggest that explicit instruction has a different effect on explicit knowledge than on implicit knowledge in this age group.","PeriodicalId":46642,"journal":{"name":"Language Learning and Development","volume":null,"pages":null},"PeriodicalIF":1.5000,"publicationDate":"2021-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"2","resultStr":"{\"title\":\"The Effect of Explicit Instruction on Implicit and Explicit Linguistic Knowledge in Kindergartners\",\"authors\":\"S. Spit, Sible Andringa, J. Rispens, E. Aboh\",\"doi\":\"10.1080/15475441.2021.1941968\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"ABSTRACT Research consistently shows that adults engaged in tutored acquisition benefit from explicit instruction in several linguistic domains. For preschool children, it is often assumed that such explicit instruction does not make a difference. In the present study, we investigated whether explicit instruction affected young learners in acquiring a morpho-syntactic element. A total of 103 Dutch-speaking kindergartners (M = 5;7) received training in a miniature language to learn a meaningful agreement marker. Results from a picture matching task, during which eye movements were recorded, provided no evidence that explicit instruction led to higher accuracy rates, but suggest that it did lead to earlier predictive eye movements. These data seem incompatible with the idea that explicit instruction does not make a difference when kindergartners learn a grammatical element, and tentatively suggest that explicit instruction has a different effect on explicit knowledge than on implicit knowledge in this age group.\",\"PeriodicalId\":46642,\"journal\":{\"name\":\"Language Learning and Development\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.5000,\"publicationDate\":\"2021-08-04\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"2\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Language Learning and Development\",\"FirstCategoryId\":\"98\",\"ListUrlMain\":\"https://doi.org/10.1080/15475441.2021.1941968\",\"RegionNum\":2,\"RegionCategory\":\"文学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"0\",\"JCRName\":\"LANGUAGE & LINGUISTICS\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Language Learning and Development","FirstCategoryId":"98","ListUrlMain":"https://doi.org/10.1080/15475441.2021.1941968","RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"0","JCRName":"LANGUAGE & LINGUISTICS","Score":null,"Total":0}
引用次数: 2

摘要

研究一致表明,从事辅导习得的成年人受益于几个语言领域的显性教学。对于学龄前儿童,人们通常认为这种明确的指导不会产生影响。在本研究中,我们调查了外显教学是否影响了青少年学习者对一种形态句法元素的习得。共有103名荷兰语幼儿园儿童(M = 5;7)接受了微型语言培训,学习有意义的协议标记。在一项图片匹配任务中,眼球运动被记录下来,结果显示,没有证据表明明确的指示会导致更高的准确率,但表明它确实会导致更早的预测眼球运动。这些数据似乎与外显教学对幼儿园儿童学习语法元素没有影响的观点不一致,并初步表明外显教学对这个年龄段的外显知识和内隐知识的影响不同。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
查看原文
分享 分享
微信好友 朋友圈 QQ好友 复制链接
本刊更多论文
The Effect of Explicit Instruction on Implicit and Explicit Linguistic Knowledge in Kindergartners
ABSTRACT Research consistently shows that adults engaged in tutored acquisition benefit from explicit instruction in several linguistic domains. For preschool children, it is often assumed that such explicit instruction does not make a difference. In the present study, we investigated whether explicit instruction affected young learners in acquiring a morpho-syntactic element. A total of 103 Dutch-speaking kindergartners (M = 5;7) received training in a miniature language to learn a meaningful agreement marker. Results from a picture matching task, during which eye movements were recorded, provided no evidence that explicit instruction led to higher accuracy rates, but suggest that it did lead to earlier predictive eye movements. These data seem incompatible with the idea that explicit instruction does not make a difference when kindergartners learn a grammatical element, and tentatively suggest that explicit instruction has a different effect on explicit knowledge than on implicit knowledge in this age group.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
CiteScore
3.10
自引率
0.00%
发文量
26
期刊最新文献
Acquisition of a rare variant: ne-realization in the negative utterances of French children and their caregivers Thematic Content, Not Number Matching, Drives Syntactic Bootstrapping An Online Survey of Picture Book Reading Practices with Children Between the Ages of 0 and 30 Months Children’s Speech Errors Reflect Phonotactics That They Say and Hear Russian Children and Their Relatives: What Can a Free Word Order Language Reveal About the Subject/Object Asymmetry?
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
已复制链接
已复制链接
快去分享给好友吧!
我知道了
×
扫码分享
扫码分享
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1