The Effect of the Structured Input Activity on Second Language Idiom Learning
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The present study explored the effectiveness of processing instruction (PI) in learning second language (L2) idioms by conceptually replicating Sanz and Morgan-Short (2004), which found that PI is sufficient alone in learning L2 syntax, despite the absence of explicit grammar instruction and explicit feedback. Recognizing a research gap of the effects of PI in learning various types of L2 forms, particularly, L2 idioms, the current research attempted to investigate whether the PI would sufficiently promote L2 idiom learning. In order to examine the individual effects of PI, explicit meaning instruction, and explicit feedback, the study operationalized four different learning conditions by manipulating presence/absence of the explicit meaning instruction (MI) and explicit feedback (EF): [+MI, +EF], [+MI, -EF], [-MI, +EF], and [-MI,-EF]. All groups learned ten L2 idioms through the PI while only two groups received MI ([+MI,+EF], [+MI, -EF]) or EF ([+MI, +EF], [-MI, +EF]) in addition to the PI. The [-MI, -EF] learned the target idioms only through the PI. The data, which came from twenty-seven advanced ESL learners, showed that all learners improved the interpretation and production abilities of L2idioms regardless of learning conditions, suggesting that the PI itself is facilitative for L2 idiom learning.
Abstract
The present study explored the effectiveness of processing instruction (PI) in learning second language (L2) idioms by conceptually replicating Sanz and Morgan-Short (2004), which found that PI is sufficient alone in learning L2 syntax, despite the absence of explicit grammar instruction and explicit feedback. Recognizing a research gap of the effects of PI in learning various types of L2 forms, particularly, L2 idioms, the current research attempted to investigate whether the PI would sufficiently promote L2 idiom learning. In order to examine the individual effects of PI, explicit meaning instruction, and explicit feedback, the study operationalized four different learning conditions by manipulating presence/absence of the explicit meaning instruction (MI) and explicit feedback (EF): [+MI, +EF], [+MI, -EF], [-MI, +EF], and [-MI,-EF]. All groups learned ten L2 idioms through the PI while only two groups received MI ([+MI,+EF], [+MI, -EF]) or EF ([+MI, +EF], [-MI, +EF]) in addition to the PI. The [-MI, -EF] learned the target idioms only through the PI. The data, which came from twenty-seven advanced ESL learners, showed that all learners improved the interpretation and production abilities of L2idioms regardless of learning conditions, suggesting that the PI itself is facilitative for L2 idiom learning.
참고문헌 (34)
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