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Deconstructing PI for the ages: Explicit instruction vs. practice in young and older adult bilinguals by Jessica G. Cox; Cristina Sanz is a Arts and Humanities article available to read on EtoBox.

What is Deconstructing PI for the ages: Explicit instruction vs. practice in young and older adult bilinguals about?

The current study considered effects of PI (explicit information and practice) in two populations: older (age 60+) and young adults (age 19-27), all of whom were late English/Spanish bilinguals. Twenty-one participants completed a computer-based lesson on Latin morphosyntax, namely the assignment of the thematic roles agent and patient. Treatment consisted of a vocabulary lesson, an interactive pre-practice grammar explanation, and input-based task-essential practice (Loschky and Bley-Vroman 1993: 123-163) that followed PI principles (VanPatten 2004). Interpretation, production, and grammaticality judgment tests were used as pre, immediate post, and delayed posttests. Additionally, a grammar test was administered immediately following the grammar lesson (but before practice). Results show that young adults benefit more than older adults from explicit instruction alone and maintain this advantage in interpretation tasks after practice. Crucially, though, practice eliminated some age effects, as the young adults' original advantage was not present on immediate posttests of grammaticality judgment or production, nor was it maintained on any delayed posttest, largely due to a decrease

Who reads Deconstructing PI for the ages: Explicit instruction vs. practice in young and older adult bilinguals?

Author

Jessica G. Cox; Cristina Sanz

Publisher

Walter de Gruyter GmbH

Published

2015

Language

EN

Field

Arts and Humanities (Social Sciences)