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

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JournalThe Modern Language Journal
DateSubmitted - 28 Jan 2018
DateAccepted/In press - 31 Dec 2018
DateE-pub ahead of print - 3 May 2019
DatePublished (current) - 14 May 2019
Issue number2
Volume103
Pages (from-to)459-480
Early online date3/05/19
Original languageEnglish

Abstract

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.

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© 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.

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