The role of syntax presentation mode, abstract reasoning, and learned instructional preference on second language achievement
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The Ohio State University / OhioLINK
1999
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| Online Access: | http://rave.ohiolink.edu/etdc/view?acc_num=osu1250536529 |
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ndltd-OhioLink-oai-etd.ohiolink.edu-osu12505365292021-08-03T05:57:06Z The role of syntax presentation mode, abstract reasoning, and learned instructional preference on second language achievement Garatti, Marinetta <p>This study examines the interplay among second language (L2) modes of syntax presentation, learners' abstract reasoning abilities (induction and deduction), IQ, and instructional preferences. An experiment was conducted among 66 beginner students of Italian at a US state university. Three types of syntax presentation mode were employed: example-based/ inductive, rule-based/deductive, and combination-based (both examples and rules in equal proportion) to determine effects of teaching (1) on learning outcomes for a feature of Italian ("molto") and (2) for transfer of the underlying rule to new instances (the feature "tanto"). The experimental setting utilized three multimedia programs, which were projected during regular classroom hours on a large screen. Differences in instructional modes did not result in differences of achievement or transfer of the rule. Trends, however, were found for the role of abstract reasoning ability, overall all instructional conditions. In the example-based group inductive reasoning significantly related to achievement and transfer. In the rule-based group, IQ related to transfer and, in the combination-based group deductive reasoning related to transfer. Other evidence from the study indicates that there was no discrepancy between students' understanding of the rule and its actual implementation. Findings from self-reports also indicate that students rely on both examples and rules when instantiating rules, even when only examples or rules are provided during instruction. Implications for pedagogy and future research are presented.</p> 1999 English text The Ohio State University / OhioLINK http://rave.ohiolink.edu/etdc/view?acc_num=osu1250536529 http://rave.ohiolink.edu/etdc/view?acc_num=osu1250536529 unrestricted This thesis or dissertation is protected by copyright: all rights reserved. It may not be copied or redistributed beyond the terms of applicable copyright laws. |
| collection |
NDLTD |
| language |
English |
| sources |
NDLTD |
| author |
Garatti, Marinetta |
| spellingShingle |
Garatti, Marinetta The role of syntax presentation mode, abstract reasoning, and learned instructional preference on second language achievement |
| author_facet |
Garatti, Marinetta |
| author_sort |
Garatti, Marinetta |
| title |
The role of syntax presentation mode, abstract reasoning, and learned instructional preference on second language achievement |
| title_short |
The role of syntax presentation mode, abstract reasoning, and learned instructional preference on second language achievement |
| title_full |
The role of syntax presentation mode, abstract reasoning, and learned instructional preference on second language achievement |
| title_fullStr |
The role of syntax presentation mode, abstract reasoning, and learned instructional preference on second language achievement |
| title_full_unstemmed |
The role of syntax presentation mode, abstract reasoning, and learned instructional preference on second language achievement |
| title_sort |
role of syntax presentation mode, abstract reasoning, and learned instructional preference on second language achievement |
| publisher |
The Ohio State University / OhioLINK |
| publishDate |
1999 |
| url |
http://rave.ohiolink.edu/etdc/view?acc_num=osu1250536529 |
| work_keys_str_mv |
AT garattimarinetta theroleofsyntaxpresentationmodeabstractreasoningandlearnedinstructionalpreferenceonsecondlanguageachievement AT garattimarinetta roleofsyntaxpresentationmodeabstractreasoningandlearnedinstructionalpreferenceonsecondlanguageachievement |
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