Learning New Grammatical Structures in Task-Based Language Learning: The Effects of Recasts and Prompts

In the present study, we examine the effects of prompts and recasts on the acquisition of two new and different grammar structures in a task-based learning environment. Sixty-four 14-year-old 9th grade students (low intermediate) learning German as a foreign language were randomly assigned to three...

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Veröffentlicht in:	The Modern language journal (Boulder, Colo.) Jg. 99; H. 2; S. 246 - 262
Hauptverfasser:	VAN DE GUCHTE, MARRIT, BRAAKSMA, MARTINE, RIJLAARSDAM, GERT, BIMMEL, PETER
Format:	Journal Article
Sprache:	Englisch
Veröffentlicht:	Malden Blackwell Publishing Ltd 01.06.2015 Wiley Subscription Services Wiley-Blackwell
Schlagworte:	Accuracy Comparative Analysis complex versus simple structure Control Groups Delayed Educational Environment Educational Experiments Elementary school students Experimental Groups Feedback Fluency Foreign language instruction Foreign languages German German as a second language German as a Second Language Instruction German as a Second Language Learning German language Grade 9 Grammar Grammatical case High School Students Language Acquisition Language Fluency Learning Learning Environment Learning outcomes Linguistic Input Oral Language Pretests Posttests Prompting prompts recasts Second Language Learning Second Language Writing Secondary School Students Sentence Structure Task Analysis task-based language learning Task-based language teaching trade-off
ISSN:	0026-7902, 1540-4781
Online-Zugang:	Volltext
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