Publishing type：Research paper (scientific journal)   Publisher：Cambridge University Press (CUP)  

Abstract

Previous research has indicated that explicit information (EI) about either the first language (L1) or second language (L2) along with task-essential practice can facilitate L2 learning (e.g., Fernández, 2008; McManus, 2022). However, little research has examined L1–L2 contrastive EI with L1/L2 practice. Targeting plural-marking accuracy, the present study sought to fill this gap by exposing 127 Japanese intermediate learners of English to six online treatment sessions across four conditions: (1) non-contrastive EI (pluralization rule explanation) + L2 practice, (2) contrastive EI + L2 practice, (3) as per Condition 2 + additional L1 practice (application of L2 pluralization to L1 through the Japanese suffix –tachi), and (4) using prepositions as a control, non-contrastive EI (prepositional rule explanation) + L2 practice. Accuracy was tested at pre/post/delayed intervals using an acceptability judgement task (reading) and a picture description task (writing). Statistical analyses demonstrated greater gains from the contrastive variables in the immediate post-test, with L1 practice appearing especially beneficial, despite improvements diminishing in the delayed post-test. Supplementary data from retroactive interviews and questionnaire responses indicated favourable orientations towards the intervention. The study advances understanding of how EI and practice type can be used to maximize L2 learning through web-based practices tailored to the nature of the learning problem.

DOI： 10.1017/s027226312400038x

researchmap

Publishing type：Research paper (scientific journal)  

Learners whose first language lacks a system for acknowledging countability and associated plural forms may experience problems in English when surrounding sentences are deictically referenced (e.g., that/those; it is/they are). Moreover, noun phrases may be omitted or repeated, resulting in further inaccuracies. This exploratory study (N = 81) sought to establish whether a synthesis of input-based and output-based contrastive instruction delivered through an online medium would improve deictic referencing accuracy in a controlled speaking task among Japanese university EFL learners. The findings revealed that for deictic plural forms, no significant differences were observed between the experimental and control groups. However, for noun phrase omissions and repetitions, the experimental group displayed significant within-group improvements, suggesting partial effectiveness of the treatment. The study reiterates the resistant nature of linguistic features influenced by the underlying concept of countability, yet highlights the rich potential that web-based contrastive instruction may provide in enhancing grammatical accuracy.

DOI： 10.18823/asiatefl.2022.19.3.11.937

researchmap

Language：English  

researchmap

Language：English   Publishing type：Research paper (scientific journal)  

researchmap

Language：English   Publishing type：Research paper (scientific journal)   Publisher：Informa UK Limited  

DOI： 10.1080/09658416.2020.1737096

researchmap

researchmap

researchmap

Language：English   Publishing type：Book review, literature introduction, etc.   Publisher：TESOL Journal  

DOI： 10.1002/tesj.699

researchmap

Event date： 2025.3

researchmap

Event date： 2024

researchmap

Event date： 2022.3

researchmap

Language：English   Presentation type：Oral presentation (general)  

researchmap

Language：English   Presentation type：Oral presentation (general)  

researchmap