By the same authors

From the same journal

Using explicit instruction about L1 to reduce crosslinguistic effects in L2 grammar learning: Evidence from oral production in L2 French.

Research output: Contribution to journalArticle

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Using explicit instruction about L1 to reduce crosslinguistic effects in L2 grammar learning : Evidence from oral production in L2 French. / McManus, Kevin; Marsden, Emma Josephine.

In: The Modern Language Journal, Vol. 103, No. 2, 14.05.2019, p. 459-480.

Research output: Contribution to journalArticle

Harvard

McManus, K & Marsden, EJ 2019, 'Using explicit instruction about L1 to reduce crosslinguistic effects in L2 grammar learning: Evidence from oral production in L2 French.', The Modern Language Journal, vol. 103, no. 2, pp. 459-480. https://doi.org/10.1111/modl.12567

APA

McManus, K., & Marsden, E. J. (2019). Using explicit instruction about L1 to reduce crosslinguistic effects in L2 grammar learning: Evidence from oral production in L2 French. The Modern Language Journal, 103(2), 459-480. https://doi.org/10.1111/modl.12567

Vancouver

McManus K, Marsden EJ. Using explicit instruction about L1 to reduce crosslinguistic effects in L2 grammar learning: Evidence from oral production in L2 French. The Modern Language Journal. 2019 May 14;103(2):459-480. https://doi.org/10.1111/modl.12567

Author

McManus, Kevin ; Marsden, Emma Josephine. / Using explicit instruction about L1 to reduce crosslinguistic effects in L2 grammar learning : Evidence from oral production in L2 French. In: The Modern Language Journal. 2019 ; Vol. 103, No. 2. pp. 459-480.

Bibtex - Download

@article{166505b6436f489aa6631aa5bd03c410,
title = "Using explicit instruction about L1 to reduce crosslinguistic effects in L2 grammar learning: Evidence from oral production in L2 French.",
abstract = "This study advances previous research about the effects of explicit instruction on second language (L2) development by examining learners{\textquoteright} use of verbal morphology following different types of explicit information (EI) and comprehension practice. We investigated the extent to which additional EI about the first language (L1) can reduce the effects of crosslinguistic influence in L2 oral production. Sixty-nine English-speaking learners of L2 French undertook either: (a) a {\textquoteleft}core{\textquoteright} treatment of EI about the L2 with L2 comprehension practice, (b) the same L2 core + L1 comprehension practice, (c) the same L2 core + L1 comprehension practice + EI about L1, or (d) outcome tests only. Results showed that providing additional EI about the L1 benefitted the accuracy of oral production immediately after the instruction and then 6 weeks later. These results suggest that tailoring instruction, specifically the nature of the EI, to the nature of the learning problem can facilitate L2 learning. In particular, EI about L1 can facilitate L2 learning by increasing learners{\textquoteright} awareness of similarities and differences in how L1 and L2 express the same meanings. ",
keywords = "French, crosslinguistic influence, first language, foreign language learning, grammar, instruction, oral production",
author = "Kevin McManus and Marsden, {Emma Josephine}",
note = "{\textcopyright} 2019 National Federation of Modern Language Teachers Associations. 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 = "2019",
month = may,
day = "14",
doi = "10.1111/modl.12567",
language = "English",
volume = "103",
pages = "459--480",
journal = "The Modern Language Journal",
issn = "0026-7902",
publisher = "Wiley-Blackwell",
number = "2",

}

RIS (suitable for import to EndNote) - Download

TY - JOUR

T1 - Using explicit instruction about L1 to reduce crosslinguistic effects in L2 grammar learning

T2 - Evidence from oral production in L2 French.

AU - McManus, Kevin

AU - Marsden, Emma Josephine

N1 - © 2019 National Federation of Modern Language Teachers Associations. 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 - 2019/5/14

Y1 - 2019/5/14

N2 - This study advances previous research about the effects of explicit instruction on second language (L2) development by examining learners’ use of verbal morphology following different types of explicit information (EI) and comprehension practice. We investigated the extent to which additional EI about the first language (L1) can reduce the effects of crosslinguistic influence in L2 oral production. Sixty-nine English-speaking learners of L2 French undertook either: (a) a ‘core’ treatment of EI about the L2 with L2 comprehension practice, (b) the same L2 core + L1 comprehension practice, (c) the same L2 core + L1 comprehension practice + EI about L1, or (d) outcome tests only. Results showed that providing additional EI about the L1 benefitted the accuracy of oral production immediately after the instruction and then 6 weeks later. These results suggest that tailoring instruction, specifically the nature of the EI, to the nature of the learning problem can facilitate L2 learning. In particular, EI about L1 can facilitate L2 learning by increasing learners’ awareness of similarities and differences in how L1 and L2 express the same meanings.

AB - This study advances previous research about the effects of explicit instruction on second language (L2) development by examining learners’ use of verbal morphology following different types of explicit information (EI) and comprehension practice. We investigated the extent to which additional EI about the first language (L1) can reduce the effects of crosslinguistic influence in L2 oral production. Sixty-nine English-speaking learners of L2 French undertook either: (a) a ‘core’ treatment of EI about the L2 with L2 comprehension practice, (b) the same L2 core + L1 comprehension practice, (c) the same L2 core + L1 comprehension practice + EI about L1, or (d) outcome tests only. Results showed that providing additional EI about the L1 benefitted the accuracy of oral production immediately after the instruction and then 6 weeks later. These results suggest that tailoring instruction, specifically the nature of the EI, to the nature of the learning problem can facilitate L2 learning. In particular, EI about L1 can facilitate L2 learning by increasing learners’ awareness of similarities and differences in how L1 and L2 express the same meanings.

KW - French

KW - crosslinguistic influence

KW - first language

KW - foreign language learning

KW - grammar

KW - instruction

KW - oral production

UR - http://www.scopus.com/inward/record.url?scp=85065440913&partnerID=8YFLogxK

U2 - 10.1111/modl.12567

DO - 10.1111/modl.12567

M3 - Article

VL - 103

SP - 459

EP - 480

JO - The Modern Language Journal

JF - The Modern Language Journal

SN - 0026-7902

IS - 2

ER -