Next or Beyond Next: Effect of Contrastive Phrase-Based Treatment on Stage Gain Across Self-Paced and More Time-Constrained Tasks

Abstract

<span style="font-size: 9pt; color: #000000; font-style: normal; font-variant: normal;">This study explored the effect of contrastive phrase resynthesis instruction on<br /><span style="font-size: 9pt; color: #000000; font-style: normal; font-variant: normal;">gaining the teachability hypothesis stages in self-paced versus time-constrained oral<br /><span style="font-size: 9pt; color: #000000; font-style: normal; font-variant: normal;">production and recognition. Three groups (i.e., 23 learners) of high beginner female<br /><span style="font-size: 9pt; color: #000000; font-style: normal; font-variant: normal;">learners in an English language institute were randomly selected from a cohort of<br /><span style="font-size: 9pt; color: #000000; font-style: normal; font-variant: normal;">learners. One group received contrastive metalinguistic instruction on the concept<br /><span style="font-size: 9pt; color: #000000; font-style: normal; font-variant: normal;">and structure of English phrases. The second group received the same instruction<br /><span style="font-size: 9pt; color: #000000; font-style: normal; font-variant: normal;">only in English. The third group served as a comparison group. Self-Paced Picture<br /><span style="font-size: 9pt; color: #000000; font-style: normal; font-variant: normal;">Differences Tests and Time-Constrained Oral and GJTs were used for collecting the<br /><span style="font-size: 9pt; color: #000000; font-style: normal; font-variant: normal;">data. Chi-square analyses through Fisher's Exact Test showed that the treatment,<br /><span style="font-size: 9pt; color: #000000; font-style: normal; font-variant: normal;">especially in its contrastive form, significantly contributed to gaining <span style="font-size: 9pt; color: #000000; font-style: normal; font-variant: normal;"><em>next</em><span style="font-size: 9pt; color: #000000; font-style: normal; font-variant: normal;">, <span style="font-size: 9pt; color: #000000; font-style: normal; font-variant: normal;"><em>next </em><span style="font-size: 9pt; color: #000000; font-style: normal; font-variant: normal;">+ 1,<br /><span style="font-size: 9pt; color: #000000; font-style: normal; font-variant: normal;">and <span style="font-size: 9pt; color: #000000; font-style: normal; font-variant: normal;"><em>next </em><span style="font-size: 9pt; color: #000000; font-style: normal; font-variant: normal;">+ 2 stages in spontaneous oral production, but only to <span style="font-size: 9pt; color: #000000; font-style: normal; font-variant: normal;"><em>next </em><span style="font-size: 9pt; color: #000000; font-style: normal; font-variant: normal;">+ 1 and + 2<br /><span style="font-size: 9pt; color: #000000; font-style: normal; font-variant: normal;">stages in self-paced oral production and time-constrained recognition. The<br /><span style="font-size: 9pt; color: #000000; font-style: normal; font-variant: normal;">theoretical implications of the findings are discussed.</span></span></span></span></span></span></span></span></span></span></span></span><br style="font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: normal; orphans: 2; text-align: -webkit-auto; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px;" /></span></span></span></span></span></span></span></span></span>