The Effect of Positive and Negative Input on Learnability

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タイトル ( eng )
The Effect of Positive and Negative Input on Learnability
作成者
Watanabe Kiyomi
収録物名
広島大学大学院教育学研究科紀要. 第二部, 文化教育開発関連領域
Bulletin of the Graduate School of Education, Hiroshima University. Part. II, Arts and science education
50
開始ページ 153
終了ページ 159
抄録
The present study focuses on the effectiveness of negative and positive input on learning certain grammar rules which contain a learnability problem. In first language acquisition, the grammatical rules with a learnability problem are believed to be acquired through positive input alone with the help of the innate language acquisition device. In the second language acquisition, there are variant studies; some claim that positive input is effective just as it is effective in first language acquisition, and some claim that negative input is needed. The present study conducted the experiment in which Japanese learners were divided into three groups and each group was further divided into three groups accord-ing to their proficiency levels. One group was given instruction and correction (explicit negative input), another group was given instruction (implicit negative input), and the last group was given only sample sentences and no instruction (positive input). The results indicated that all the groups which received explicit negative input did better and so did some implicit negative input groups, whereas the positive input group did not make any significant progress. The advanced level group mostly made the most progress within the same input group.
著者キーワード
SLA
Negative and Positive Evidence
Reflexives
Passives
NDC分類
教育 [ 370 ]
言語
英語
資源タイプ 紀要論文
出版者
広島大学大学院教育学研究科
国立情報学研究所
発行日 2002-02-28
出版タイプ Version of Record(出版社版。早期公開を含む)
アクセス権 オープンアクセス
収録物識別子
[ISSN] 1346-5546
[NCID] AA11618725