This paper documents how U.S. high school
learners in a third-year L2 Spanish class (N = 17)
formulated explicit understandings of the pronoun
se through languaging over 3 lessons. Following
Adair-Hauck & Donato
(2016), each lesson engaged learners in a guided
inductive analysis by first presenting se within a
narrative text, and then having them “co-construct” rules in groups
of 2–3 from the patterns they found. A teacher-led, whole-class
follow-up brought the class to a consensus before they engaged in
subsequent L2 communication tasks. Based on recordings of 4
small-group interactions and the whole-class discussion, descriptive
statistics and qualitative excerpts document how learners stretched
familiar linguistic concepts and informal language to accommodate
the unfamiliar features of the target structure.
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Cited by 7 other publications
2023. Image-schema-based-instruction enhanced L2 construction learning with the optimal balance between attention to form and meaning. International Review of Applied Linguistics in Language Teaching 0:0
KISSLING, ELIZABETH M. & TEJAS MUTHUSAMY
2022. Exploring Boundedness for Concept‐Based Instruction of Aspect: Evidence From Learning the Spanish Preterite and Imperfect. The Modern Language Journal 106:2 ► pp. 371 ff.
MALOVRH, PAUL A. & JAMES F. LEE
2022. What Does Explicit Knowledge Look Like? An Analysis of Information Structure in Rule Formation by L2 Learners and Its Relationship With Guided Inductive Learning. The Modern Language Journal 106:4 ► pp. 818 ff.
Malovrh, Paul A. & James F. Lee
2023. The effects of prior knowledge on explicit rule formation among L2 Spanish learners receiving structured input through guided-inductive instruction. Ampersand 10 ► pp. 100116 ff.
Moranski, Kara & Janire Zalbidea
2022. Context and Generalizability in Multisite L2 Classroom Research: The Impact of Deductive Versus Guided Inductive Instruction. Language Learning 72:S1 ► pp. 41 ff.
2022. Process and Product in ISLA Research: Courage, Commitment, and Tolerance for Ambiguity. Language Learning 72:S1 ► pp. 314 ff.
Toth, Paul D.
2022. Introduction: Investigating Explicit L2 Grammar Instruction Through Multiple Theoretical and Methodological Lenses. Language Learning 72:S1 ► pp. 5 ff.
This list is based on CrossRef data as of 17 september 2023. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers.
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