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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 11 of 11 1 Implicit Instruction of Direct and Indirect Object Pronouns in Spanish through Technology-Mediated Task-Based Language Teaching Lopez Vera, Alexandra. - : eScholarship, University of California, 2022 Abstract: Technology-Mediated Task-Based Language Teaching is the combination of technology with Task-Based Language Teaching (González-Lloret & Ortega, 2014) and emphasizes authentic communication and holistic language learning opportunities in Second Language Acquisition. Since its introduction almost thirty-five years ago, Task-Based Language Teaching has received widespread attention from researchers in the fields of Second Language education due to its collaborative nature and the interaction and negotiation of meaning that result from its implementation (Robinson, 2011). Task-Based Language Teaching represents a paradigm shift of mainstream views about language teaching from a focus on ‘knowledge of language’ to a pragmatic and experiential focus on ‘achiev[ing] communicative purposes’ (Scarino & Liddicoat, 2009, p. 45). Still, relatively few studies have addressed grammar acquisition in online courses from a Task-Based perspective. The present study sought to examine the effects of an online Task-Based Language Teaching module on the acquisition of direct and indirect object pronouns in Spanish. These grammatical structures are used very frequently by native Spanish speakers, but are less used by Spanish learners because of their difficulty. The main problem is that object clitics in Spanish normally create a structure that appears to be (Subject)-Object-Verb. This can be especially difficult for native speakers of English since these speakers are accustomed to Subject-Verb-Object. Furthermore, Spanish indirect object pronouns look exactly like direct object pronouns except for the third person singular and plural. Hence, learning how to use and distinguish between the direct object and indirect object pronouns is challenging. The results of this study demonstrate the benefits of using an online Task-Based Language Teaching module specially designed for the acquisition of direct and indirect object pronouns in Spanish. Participants in the experimental group used the target structures on many occasions, and their results exceeded those of the control group—the mean of the experimental group was 7.50, whereas the mean of the control group was 1.23. Similarly, students in the experimental group also produced five times more instances of the target structures than students in the control group in an identical final exam activity that both groups had to complete—3.22 vs 0.64, respectively. Thus, the data obtained in this study manifest that technology-mediated TBLT can be particularly valuable in the acquisition of L2 grammar. Keyword: Applied Linguistics; Education; L2 Grammar Teaching; Language; Linguistics; Second Language Teaching; Spanish as a Second Language; Task-Based Language Teaching; Technology-Mediated Task-Based Language Teaching URL: https://escholarship.org/uc/item/6593c5dm BASE Hide details 2 Efeitos do ensino explícito da gramática no desenvolvimento de diferentes tipos de propriedades em L2 Teixeira, Joana. - 2020 BASE Show details 3 L2 Acquisition at the interfaces: Subject-verb inversion in L2 English and its pedagogical implications Teixeira, Joana Alexandra Vaz. - 2018 BASE Show details 4 Investigating boredom among EFL teachers Dumančić Dino In: ExELL (Explorations in English Language and Linguistics), Vol 6, Iss 1, Pp 57-80 (2018) (2018) BASE Show details 5 EVALUATING VISUAL ELEMENTS IN TWO EFL TEXTBOOKS Ali Roohani; Mohammad Sharifi In: Indonesian Journal of Applied Linguistics, Vol 4, Iss 2, Pp 68-77 (2015) (2015) BASE Show details 6 Prácticas internacionales en el extranjero y percepciones de la mejoría lingüística y competencia cultural: Una evaluación del programa “Auxiliares de Conversación” ... Erk, Miranda Richelle. - : IUPUI University Library, 2013 BASE Show details 7 Prácticas internacionales en el extranjero y percepciones de la mejoría lingüística y competencia cultural: Una evaluación del programa “Auxiliares de Conversación” Erk, Miranda Richelle. - 2013 BASE Show details 8 How grammar matters in NNS academic writing: the relationship between verb tense and aspect usage patterns and L2 writing proficiency in academic discourse Min, Kyung Eun. - 2013 BASE Show details 9 Adquisición de pragmática en segunda lengua : un modelo didáctico para la enseñanza de la pragmática ... Romero Betancourt, María Victoria. - : IUPUI University Library, 2012 BASE Show details 10 Adquisición de pragmática en segunda lengua : un modelo didáctico para la enseñanza de la pragmática Romero Betancourt, María Victoria. - 2012 BASE Show details 11 A multisensory, multicognitive approach to teaching pronunciation Edward Y. Odisho In: Linguística : Revista de Estudos Linguísticos da Universidade do Porto, Vol 2, Iss 1, Pp 3-28 (2007) (2007) BASE Show details

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