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The role of explicit information in remapping meaning in a second language. An experimental intervention study

Researchers:

  • Kevin McManus (Principal Investigator)
  • Emma Marsden (York)

Funding Agency: The British Academy

Funding Award Amount: £226,207

Project Duration: 2013-2016

Project Description:

Second language acquisition (SLA) research has repeatedly shown that second language (L2) learners encounter persistent problems when the first language (L1) and the L2 mark the same meaning differently (Collins 2004; McManus 2011; Nishi & Shirai 2007; Sugaya & Shirai 2007). In order to address this learning problem, research suggests that the provision of explicit information is required to force learners to process L1-L2 differences (Ammar et al. 2010; Spada et al. 2005). This study will document and compare the impact of different types of explicit instruction on the L2 acquisition of meaning. Two types of explicit information are provided by drawing specific attention to: (1) form-meaning differences between the L1 and the L2 and (2) the specific meanings conveyed by L2 forms (without L1-L2 contrasts). The project will contribute to theoretical understandings on the provision of explicit information in MFL classrooms, and consequently will inform language learning pedagogy and education practices in the UK and internationally.

Publications:

McManus, K. & Marsden, E. (accepted). Online and offline effects of L1 practice in L2 grammar learning. A partial replication. Studies in Second Language Acquisition

McManus, K. & Marsden, E. (2016, FirstView). L1 explicit instruction can improve L2 online and offline performance. Studies in Second Language Acquisition

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