Explicit Instruction: a study on production and interpretation of Noun-Noun and Adjective-Noun constructions
This dissertation aims at exploring the role that explicit instruction plays in the L2 English classroom to determine the effectiveness of this kind of instruction in L1 Spanish students in the first year of Bachillerato (Spanish High School). To do so, this dissertation employs two grammatical stru...
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| Tipo de recurso: | tesis de maestría |
| Fecha de publicación: | 2023 |
| País: | España |
| Institución: | Universidad de Valladolid |
| Repositorio: | UVaDOC. Repositorio Documental de la Universidad de Valladolid |
| OAI Identifier: | oai:uvadoc.uva.es:10324/66801 |
| Acceso en línea: | https://uvadoc.uva.es/handle/10324/66801 |
| Access Level: | acceso abierto |
| Palabra clave: | NNs ANs Explicit instruction L1 Spanish – L2 English Premodification Instrucción explícita L1 español – L2 inglés Premodificación 5701.11 Enseñanza de Lenguas |
| Sumario: | This dissertation aims at exploring the role that explicit instruction plays in the L2 English classroom to determine the effectiveness of this kind of instruction in L1 Spanish students in the first year of Bachillerato (Spanish High School). To do so, this dissertation employs two grammatical structures: Noun-Noun (NN) and Adjective-Noun (AN) constructions. Two different groups took part in developing this project: i) an instructed group and ii) a non-instructed group. Both groups were exposed to two different tasks: i) a production task and ii) an interpretation task. The results obtained in the project indicate that the instructed group outperformed the non-instructed group, suggesting that explicit instruction has positive effects on students’ performance. The instructed group achieved a higher grammaticality in the production of NNs and ANs than the non-instructed group. Therefore, explicit instruction results effective when teaching L2 English to L1 Spanish students. |
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