Effects of Frequency in Classroom Second Language Learning: Quasi-experiment and Stimulated-recall Analysis
The view of exemplar-based second language learning emphasizes the importance of frequency in learning grammar. According to this view, type frequency rather than token frequency contributes to learning generalized knowledge beyond item-based constructions. This book investigates how frequency in experiencing exemplars affects the learning of the English primary verb be by junior high school students in Japan. The study consists of a quasi-experiment and stimulated-recall analysis of the data. The quasi-experiment compares three kinds of output practice: practice with increased type frequency, practice with increased token frequency, and practice without increased frequency. The experiment also explores how the frequency effects relate to the extent of explicit knowledge about the target structures. In the stimulated-recall analysis, learners engaging in the type frequency practice and those engaging in the token frequency practice are compared in terms of thought processes employed while practicing. The book discusses how frequency promotes classroom second language learning by taking the role of awareness of form-meaning connections into consideration.
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Effects of Frequency in Classroom Second Language Learning: Quasi-experiment and Stimulated-recall Analysis
The view of exemplar-based second language learning emphasizes the importance of frequency in learning grammar. According to this view, type frequency rather than token frequency contributes to learning generalized knowledge beyond item-based constructions. This book investigates how frequency in experiencing exemplars affects the learning of the English primary verb be by junior high school students in Japan. The study consists of a quasi-experiment and stimulated-recall analysis of the data. The quasi-experiment compares three kinds of output practice: practice with increased type frequency, practice with increased token frequency, and practice without increased frequency. The experiment also explores how the frequency effects relate to the extent of explicit knowledge about the target structures. In the stimulated-recall analysis, learners engaging in the type frequency practice and those engaging in the token frequency practice are compared in terms of thought processes employed while practicing. The book discusses how frequency promotes classroom second language learning by taking the role of awareness of form-meaning connections into consideration.
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Effects of Frequency in Classroom Second Language Learning: Quasi-experiment and Stimulated-recall Analysis

Effects of Frequency in Classroom Second Language Learning: Quasi-experiment and Stimulated-recall Analysis

by Tomoko Tode
Effects of Frequency in Classroom Second Language Learning: Quasi-experiment and Stimulated-recall Analysis

Effects of Frequency in Classroom Second Language Learning: Quasi-experiment and Stimulated-recall Analysis

by Tomoko Tode

Overview

The view of exemplar-based second language learning emphasizes the importance of frequency in learning grammar. According to this view, type frequency rather than token frequency contributes to learning generalized knowledge beyond item-based constructions. This book investigates how frequency in experiencing exemplars affects the learning of the English primary verb be by junior high school students in Japan. The study consists of a quasi-experiment and stimulated-recall analysis of the data. The quasi-experiment compares three kinds of output practice: practice with increased type frequency, practice with increased token frequency, and practice without increased frequency. The experiment also explores how the frequency effects relate to the extent of explicit knowledge about the target structures. In the stimulated-recall analysis, learners engaging in the type frequency practice and those engaging in the token frequency practice are compared in terms of thought processes employed while practicing. The book discusses how frequency promotes classroom second language learning by taking the role of awareness of form-meaning connections into consideration.

Product Details

ISBN-13: 9783039116027
Publisher: Peter Lang AG, Internationaler Verlag der Wissenschaften
Publication date: 07/09/2008
Series: Linguistic Insights: Studies in Language and Communication , #70
Pages: 195
Product dimensions: 5.90(w) x 8.80(h) x 0.50(d)

About the Author

The Author: Tomoko Tode is an associate professor of English as a foreign language at Niigata University of Health and Welfare. She received her Ph.D. (Education) from Hyogo University of Teacher Education. Her research interest is on second language learning from a usage-based perspective and instructed second language learning.

Table of Contents

Contents: Usage-based model of language – Connectionism – ACT-R theory – The roles of type frequency and token frequency in learning grammar – The roles of explicit instruction and explicit knowledge in second language learning – Implicit learning and explicit learning – Processing instruction – Structured output practice – Form-meaning connections – Repeated noticing – Strengthening of association – Problems with learning the English primary verb be.

Preface

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