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

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JournalThe Modern Language Journal
DateSubmitted - 28 Jan 2018
DateAccepted/In press (current) - 31 Dec 2018
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 EI about L1 and L2 can reduce the effects of crosslinguistic influence in 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 practice + EI about L1, or (d) the 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 to include information about the L1 could help reduce the effects of crosslinguistic influence and facilitate L2 learning.

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