By the same authors

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From the same journal

Online and offline effects of L1 practice in L2 grammar learning: a partial replication

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Online and offline effects of L1 practice in L2 grammar learning : a partial replication. / McManus, Kevin; Marsden, Emma Josephine.

In: Studies in Second Language Acquisition, Vol. 40, No. 2, 01.06.2018, p. 459-475.

Research output: Contribution to journalArticlepeer-review

Harvard

McManus, K & Marsden, EJ 2018, 'Online and offline effects of L1 practice in L2 grammar learning: a partial replication', Studies in Second Language Acquisition, vol. 40, no. 2, pp. 459-475. https://doi.org/10.1017/S0272263117000171

APA

McManus, K., & Marsden, E. J. (2018). Online and offline effects of L1 practice in L2 grammar learning: a partial replication. Studies in Second Language Acquisition, 40(2), 459-475. https://doi.org/10.1017/S0272263117000171

Vancouver

McManus K, Marsden EJ. Online and offline effects of L1 practice in L2 grammar learning: a partial replication. Studies in Second Language Acquisition. 2018 Jun 1;40(2):459-475. https://doi.org/10.1017/S0272263117000171

Author

McManus, Kevin ; Marsden, Emma Josephine. / Online and offline effects of L1 practice in L2 grammar learning : a partial replication. In: Studies in Second Language Acquisition. 2018 ; Vol. 40, No. 2. pp. 459-475.

Bibtex - Download

@article{c8799c2db3ff4fffbd17dd741c3d8e88,
title = "Online and offline effects of L1 practice in L2 grammar learning: a partial replication",
abstract = "This study partially replicates McManus and Marsden (2016), who found that providing L1 explicit information (EI) plus task-essential practice led L2 learners to make more accurate and faster interpretations of French morphosyntax. The current study removed the original study{\textquoteright}s L1 EI component to examine the extent and nature of its role and that of the remaining L1 practice. This design tested whether providing L1 task-essential practice only (alongside a core treatment of L2 EI plus practice) resulted in similar online and offline learning gains compared to the original study{\textquoteright}s L1 EI plus L1 practice. We used the same online and offline tests, with a similar population of English-speaking learners of L2 French (n=19). Compared to L2 EI plus L2 practice, the findings suggest that L1 practice did not generally benefit accurate interpretation or speed of online processing, indicating that the original study{\textquoteright}s L1 EI contributed",
author = "Kevin McManus and Marsden, {Emma Josephine}",
note = "{\textcopyright} Cambridge University Press 2017. This is an author-produced version of the published paper. Uploaded in accordance with the publisher{\textquoteright}s self-archiving policy. Further copying may not be permitted; contact the publisher for details.",
year = "2018",
month = jun,
day = "1",
doi = "10.1017/S0272263117000171",
language = "English",
volume = "40",
pages = "459--475",
journal = "Studies in Second Language Acquisition",
issn = "0272-2631",
publisher = "Cambridge University Press",
number = "2",

}

RIS (suitable for import to EndNote) - Download

TY - JOUR

T1 - Online and offline effects of L1 practice in L2 grammar learning

T2 - a partial replication

AU - McManus, Kevin

AU - Marsden, Emma Josephine

N1 - © Cambridge University Press 2017. This is an author-produced version of the published paper. Uploaded in accordance with the publisher’s self-archiving policy. Further copying may not be permitted; contact the publisher for details.

PY - 2018/6/1

Y1 - 2018/6/1

N2 - This study partially replicates McManus and Marsden (2016), who found that providing L1 explicit information (EI) plus task-essential practice led L2 learners to make more accurate and faster interpretations of French morphosyntax. The current study removed the original study’s L1 EI component to examine the extent and nature of its role and that of the remaining L1 practice. This design tested whether providing L1 task-essential practice only (alongside a core treatment of L2 EI plus practice) resulted in similar online and offline learning gains compared to the original study’s L1 EI plus L1 practice. We used the same online and offline tests, with a similar population of English-speaking learners of L2 French (n=19). Compared to L2 EI plus L2 practice, the findings suggest that L1 practice did not generally benefit accurate interpretation or speed of online processing, indicating that the original study’s L1 EI contributed

AB - This study partially replicates McManus and Marsden (2016), who found that providing L1 explicit information (EI) plus task-essential practice led L2 learners to make more accurate and faster interpretations of French morphosyntax. The current study removed the original study’s L1 EI component to examine the extent and nature of its role and that of the remaining L1 practice. This design tested whether providing L1 task-essential practice only (alongside a core treatment of L2 EI plus practice) resulted in similar online and offline learning gains compared to the original study’s L1 EI plus L1 practice. We used the same online and offline tests, with a similar population of English-speaking learners of L2 French (n=19). Compared to L2 EI plus L2 practice, the findings suggest that L1 practice did not generally benefit accurate interpretation or speed of online processing, indicating that the original study’s L1 EI contributed

U2 - 10.1017/S0272263117000171

DO - 10.1017/S0272263117000171

M3 - Article

VL - 40

SP - 459

EP - 475

JO - Studies in Second Language Acquisition

JF - Studies in Second Language Acquisition

SN - 0272-2631

IS - 2

ER -