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THE EFFECTIVENESS OF GUIDED INDUCTION VERSUS DEDUCTIVE INSTRUCTION ON THE DEVELOPMENT OF COMPLEX SPANISH GUSTAR STRUCTURES

An Analysis of Learning Outcomes and Processes

Published online by Cambridge University Press:  18 May 2016

Luis Cerezo ,
Allison Caras  and
Ronald P. Leow
Luis Cerezo
Affiliation:
American University
Allison Caras
Affiliation:
Georgetown University
Ronald P. Leow*
Affiliation:
Georgetown University
*
*Correspondence concerning this article should be addressed to Ronald P. Leow, Department of Spanish and Portuguese, ICC 411, Georgetown University, 37th and O Streets, NW, Washington, DC, 20057, USA. E-mail: [email protected]
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Abstract

Meta-analytic research suggests an edge of explicit over implicit instruction for the development of complex L2 grammatical structures, but the jury is still out as to which type of explicit instruction—deductive or inductive, where rules are respectively provided or elicited—proves more effective. Avoiding this dichotomy, accumulating research shows superior results for guided induction, in which teachers help learners co-construct rules by directing their attention to relevant aspects in the input and asking guiding questions. However, no study has jointly investigated the effects of guided induction on both learning outcomes and processes, or whether guided induction can prove effective outside classroom settings where teacher mediation is not possible. In this study, which targeted the complex Spanish gustar structures, 70 English-speaking learners of beginning Spanish received either guided induction via a videogame, deductive instruction in a traditional classroom setting, or no instruction. Learning outcomes were measured via one receptive and two controlled production tasks (oral and written) with old and new items. Results revealed that while both instruction groups improved across time, outperforming the control group, the guided induction group achieved higher learning outcomes on all productive posttests (except immediate oral production) and experienced greater retention. Additionally, the think-aloud protocols of the guided induction group revealed high levels of awareness of the L2 structure and a conspicuous activation of recently learned knowledge, which are posited to have contributed to this group’s superior performance. These findings thus illustrate, quantitatively and qualitatively, the potential of guided induction for the development of complex L2 grammar in online learning environments.

Type
Articles
Information
Studies in Second Language Acquisition , Volume 38 , Special Issue 2: Cognitive Perspectives on Difficulty and Complexity in SLA , June 2016 , pp. 265 - 291
Copyright
Copyright © Cambridge University Press 2016 

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Appendix A

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Appendix B

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Appendix C

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Appendix D

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