Interlanguage development of Spanish learners

Comprehension, production, and interaction

Research output: Contribution to journalArticle

12 Citations (Scopus)

Abstract

This study explores the relationship between group interaction and interlanguage development, specifically listening comprehension and the production of target grammar forms. Two groups (39 participants in total) of first-semester Spanish students at an American university took notes on a mini-lecture, then completed a text reconstruction and listening comprehension test. The experimental group (n = 18) interactively shared notes for five minutes in small groups; the control group (n = 21) did not interact, although students were allowed to study their notes for five minutes. The experimental group scored significantly higher (p = 0.001) on the listening comprehension task. The recorded interactions, analyzed quantitatively and qualitatively, revealed significant differences between the interaction groups in the amount and types of L2 words used in the joint construction of knowledge. Quantitative analysis, conducted by means of a customized computer program that identified and counted target linguistic forms, facilitated ready comparison across interaction groups through innovative analytic techniques. This study shows that interaction may have an effect on listening comprehension and suggests that the different ways in which learners interact may explain this effect.

Original languageEnglish (US)
JournalCanadian Modern Language Review
Volume57
Issue number3
StatePublished - 2001
Externally publishedYes

Fingerprint

listening comprehension
group interaction
comprehension
interaction
Group
data processing program
small group
semester
grammar
reconstruction
student
linguistics
university

ASJC Scopus subject areas

  • Linguistics and Language

Cite this

@article{947429634c724b569589f19eec7e1912,
title = "Interlanguage development of Spanish learners: Comprehension, production, and interaction",
abstract = "This study explores the relationship between group interaction and interlanguage development, specifically listening comprehension and the production of target grammar forms. Two groups (39 participants in total) of first-semester Spanish students at an American university took notes on a mini-lecture, then completed a text reconstruction and listening comprehension test. The experimental group (n = 18) interactively shared notes for five minutes in small groups; the control group (n = 21) did not interact, although students were allowed to study their notes for five minutes. The experimental group scored significantly higher (p = 0.001) on the listening comprehension task. The recorded interactions, analyzed quantitatively and qualitatively, revealed significant differences between the interaction groups in the amount and types of L2 words used in the joint construction of knowledge. Quantitative analysis, conducted by means of a customized computer program that identified and counted target linguistic forms, facilitated ready comparison across interaction groups through innovative analytic techniques. This study shows that interaction may have an effect on listening comprehension and suggests that the different ways in which learners interact may explain this effect.",
author = "Paula Garcia and {Asencion Delaney}, {Yuly Y}",
year = "2001",
language = "English (US)",
volume = "57",
journal = "Canadian Modern Language Review",
issn = "0008-4506",
publisher = "University of Toronto Press",
number = "3",

}

TY - JOUR

T1 - Interlanguage development of Spanish learners

T2 - Comprehension, production, and interaction

AU - Garcia, Paula

AU - Asencion Delaney, Yuly Y

PY - 2001

Y1 - 2001

N2 - This study explores the relationship between group interaction and interlanguage development, specifically listening comprehension and the production of target grammar forms. Two groups (39 participants in total) of first-semester Spanish students at an American university took notes on a mini-lecture, then completed a text reconstruction and listening comprehension test. The experimental group (n = 18) interactively shared notes for five minutes in small groups; the control group (n = 21) did not interact, although students were allowed to study their notes for five minutes. The experimental group scored significantly higher (p = 0.001) on the listening comprehension task. The recorded interactions, analyzed quantitatively and qualitatively, revealed significant differences between the interaction groups in the amount and types of L2 words used in the joint construction of knowledge. Quantitative analysis, conducted by means of a customized computer program that identified and counted target linguistic forms, facilitated ready comparison across interaction groups through innovative analytic techniques. This study shows that interaction may have an effect on listening comprehension and suggests that the different ways in which learners interact may explain this effect.

AB - This study explores the relationship between group interaction and interlanguage development, specifically listening comprehension and the production of target grammar forms. Two groups (39 participants in total) of first-semester Spanish students at an American university took notes on a mini-lecture, then completed a text reconstruction and listening comprehension test. The experimental group (n = 18) interactively shared notes for five minutes in small groups; the control group (n = 21) did not interact, although students were allowed to study their notes for five minutes. The experimental group scored significantly higher (p = 0.001) on the listening comprehension task. The recorded interactions, analyzed quantitatively and qualitatively, revealed significant differences between the interaction groups in the amount and types of L2 words used in the joint construction of knowledge. Quantitative analysis, conducted by means of a customized computer program that identified and counted target linguistic forms, facilitated ready comparison across interaction groups through innovative analytic techniques. This study shows that interaction may have an effect on listening comprehension and suggests that the different ways in which learners interact may explain this effect.

UR - http://www.scopus.com/inward/record.url?scp=0041036672&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=0041036672&partnerID=8YFLogxK

M3 - Article

VL - 57

JO - Canadian Modern Language Review

JF - Canadian Modern Language Review

SN - 0008-4506

IS - 3

ER -