The Effect of Explicit Instruction on Implicit and Explicit Linguistic Knowledge in Kindergartners

Autor/inn/en	Spit, Sybren; Andringa, Sible; Rispens, Judith; Aboh, Enoch O.
Titel	The Effect of Explicit Instruction on Implicit and Explicit Linguistic Knowledge in Kindergartners
Quelle	In: Language Learning and Development, 18 (2022) 2, S.201-228 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Spit, Sybren) ORCID (Andringa, Sible)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1547-5441
DOI	10.1080/15475441.2021.1941968
Schlagwörter	Teaching Methods; Kindergarten; Eye Movements; Pictorial Stimuli; Task Analysis; Prediction; Accuracy; Indo European Languages; Morphology (Languages); Syntax; Grammar; Learning Processes; Elementary School Students; Artificial Languages; Linguistic Input; Sentences; Vocabulary Development; Decision Making; Familiarity; Language Tests; Native Language + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Augenbewegung; Fantasieanregung; Aufgabenanalyse; Vorhersage; Indoeuropäisch; Morphology; Morphologie; Grammatik; Learning process; Lernprozess; Sprachbildung; Sentence analysis; Satzanalyse; Wortschatzarbeit; Decision-making; Entscheidungsfindung; Language test; Sprachtest
Abstract	Research consistently shows that adults engaged in tutored acquisition benefit from explicit instruction in several linguistic domains. For preschool children, it is often assumed that such explicit instruction does not make a difference. In the present study, we investigated whether explicit instruction affected young learners in acquiring a morpho-syntactic element. A total of 103 Dutch-speaking kindergartners (M = 5;7) received training in a miniature language to learn a meaningful agreement marker. Results from a picture matching task, during which eye movements were recorded, provided no evidence that explicit instruction led to higher accuracy rates, but suggest that it did lead to earlier predictive eye movements. These data seem incompatible with the idea that explicit instruction does not make a difference when kindergartners learn a grammatical element, and tentatively suggest that explicit instruction has a different effect on explicit knowledge than on implicit knowledge in this age group. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01