Article
Using Explicit Instruction About L1 to Reduce Crosslinguistic Effects in L2 Grammar Learning: Evidence From Oral Production in L2 French 
KEVIN MCMANUS,
EMMA MARSDEN,
KEVIN MCMANUS
The Pennsylvania State University, Center for Language Acquisition, Department of Applied Linguistics, 209 Sparks Building, University Park, PA, 16802
Search for more papers by this authorEMMA MARSDEN
University of York, Department of Education, York, YO10 5DD United Kingdom
Search for more papers by this authorKEVIN MCMANUS,
EMMA MARSDEN,
KEVIN MCMANUS
The Pennsylvania State University, Center for Language Acquisition, Department of Applied Linguistics, 209 Sparks Building, University Park, PA, 16802
Search for more papers by this authorEMMA MARSDEN
University of York, Department of Education, York, YO10 5DD United Kingdom
Search for more papers by this authorThis article has been awarded an Open Materials badge. All materials are publicly accessible via the IRIS repository at https://iris-database.org. Learn more about the Open Practices badges from the Center for Open Science: https://osf.io/tvyxz/wiki.
Abstract
This study advances previous research about the effects of explicit instruction on second language (L2) development by examining learners’ use of verbal morphology following different types of explicit information (EI) and comprehension practice. We investigated the extent to which additional EI about the first language (L1) can reduce the effects of crosslinguistic influence in L2 oral production. Sixty-nine English-speaking learners of L2 French undertook either: (a) a ‘core’ treatment of EI about the L2 with L2 comprehension practice, (b) the same L2 core + L1 comprehension practice, (c) the same L2 core + L1 comprehension practice + EI about L1, or (d) outcome tests only. Results showed that providing additional EI about the L1 benefitted the accuracy of oral production immediately after the instruction and then 6 weeks later. These results suggest that tailoring instruction, specifically the nature of the EI, to the nature of the learning problem can facilitate L2 learning. In particular, EI about L1 can facilitate L2 learning by increasing learners’ awareness of similarities and differences in how L1 and L2 express the same meanings.
Supporting Information
| Filename | Description |
|---|---|
| modl12567-sup-0001-SuppMat.docx22 KB | TABLE S1. Effect size (Cohen's d) changes adjusted for baseline differences with Control group for Habitual IMP in Picture-Based Oral Narrative at Each Test Point. TABLE S2. Effect size (Cohen's d) changes adjusted for baseline differences with Control group for Ongoing IMP in Activity Description Oral Production Test at Each Test Point. TABLE S3. Comparison of structural properties of cat story and sister story TABLE S4. Verbs used in the Activity Description Oral Production Task |
Please note: The publisher is not responsible for the content or functionality of any supporting information supplied by the authors. Any queries (other than missing content) should be directed to the corresponding author for the article.
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