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Effects of three types of practice after explicit explanation

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dc.contributor.advisor Brown, James D.
dc.contributor.author Kondo-Brown, Kimi
dc.date.accessioned 2016-05-09T21:41:57Z
dc.date.available 2016-05-09T21:41:57Z
dc.date.issued 2000
dc.identifier.uri http://hdl.handle.net/10125/40638
dc.description.abstract 50 university students of beginning Japanese randomly assigned to one of four groups received different types of grammar instruction on specific lexical and sociolinguistic rules: explicit explanation (EE) only, EE plus mechanical output practice (MOP), EE plus structure-based communicative output practice (SOP), and EE plus structure-based communicative input practice (SIP). Results from sentence-level production and interpretation tests (a pretest, immediate, and delayed posttests) suggest that: (a) SIP plus EE is more effective than EE in improving both immediate and delayed performance on interpretation, and (b) MOP plus EE is more effective than EE in improving immediate, but not delayed, performance on interpretation. No other comparison proved statistically significant. This article suggests that, as for the ways learners process input, the conversion from input to intake may not require SIP, but the accommodation of intake into the learners’ long-term memory seems to help it.
dc.format.extent 28 pages
dc.language eng
dc.relation.ispartof University of Hawai'I Second Langauge Studies Paper 19(1)
dc.title Effects of three types of practice after explicit explanation
dc.type Second Language Studies Paper
dc.type.dcmi Text
dc.contributor.department University of Hawaii at Manoa. Department of Second Language Studies.
dc.format.digitalorigin reformatted digital
Appears in Collections: SLS Papers (2000-present)


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