ATTENTION: The software behind KU ScholarWorks is being upgraded to a new version. Starting July 15th, users will not be able to log in to the system, add items, nor make any changes until the new version is in place at the end of July. Searching for articles and opening files will continue to work while the system is being updated.
If you have any questions, please contact Marianne Reed at mreed@ku.edu .
Processing Instruction and Russian: Further Evidence is IN
dc.contributor.author | Comer, William J. | |
dc.contributor.author | deBenedette, Lynne | |
dc.date.accessioned | 2013-07-12T16:59:37Z | |
dc.date.available | 2013-11-14T13:10:03Z | |
dc.date.issued | 2011-11-14 | |
dc.identifier.citation | Comer, W. J., & deBenedette, L. (2011). Processing Instruction and Russian: Further Evidence Is IN. Foreign Language Annals, 44(4), 646-673. http://dx.doi.org/10.1111/j.1944-9720.2011.01155.x | |
dc.identifier.uri | http://hdl.handle.net/1808/11417 | |
dc.description | Author Posting. © American Council on the Teaching of Foreign Languages, Inc. 2011. This is the author's version of the work. It is posted here by permission of the American Council on the Teaching of Foreign Languages, Inc. for personal use, not for redistribution. The definitive version was published in Foreign Language Annals, 44 (4): 646–673. http://dx.doi.org/ DOI: 10.1111/j.1944-9720.2011.01155.x | |
dc.description.abstract | In response to Leaver, Rifkin, and Shekhtman (2004), Wong and VanPatten (2004) challenged instructors of Russian to present evidence for the claim that mechanical drills (Traditional Instruction) were necessary for second language learning, and to demonstrate empirically the claim that Processing Instruction would not be an effective intervention for Russian. The current study compares the effects of the two instructional models for teaching the distinction between directional and locational expressions in Russian. Processing Instruction is found to be more effective than traditional mechanical drills, because learners made significant improvement in interpreting as well as producing locational and destinational sentences, while the Traditional Instruction group improved most only on the production task. The study shows Processing Instruction's robustness for teaching complex form-meaning mappings in Russian. | |
dc.publisher | Blackwell Publishing | |
dc.subject | Russian | |
dc.subject | Processing Instruction | |
dc.subject | classroom praxis | |
dc.subject | mechanical drills | |
dc.subject | second language acquisition | |
dc.title | Processing Instruction and Russian: Further Evidence is IN | |
dc.type | Article | |
kusw.kuauthor | Comer, William J. | |
kusw.kudepartment | Slavic Languages and Literatures | |
kusw.oastatus | fullparticipation | |
dc.identifier.doi | 10.1111/j.1944-9720.2011.01155.x | |
kusw.oaversion | Scholarly/refereed, author accepted manuscript | |
kusw.oapolicy | This item meets KU Open Access policy criteria. | |
dc.rights.accessrights | openAccess |
Files in this item
This item appears in the following Collection(s)
-
Center for Russian, East European, and Eurasian Studies Scholarly Publications [546]
This collection contains publications by faculty affiliated with CREES. -
Slavic Language Pedagogy [12]