The effect of explicit instruction and error correction on learners’ grammatical accuracy:: in the case of Japanese learners of English as a second language

• Autores: Tomohiko Shirahata, Takako Kondo, Koji Suda, Hideki Yokota
• Localización: Cauce: Revista Internacional de Filología, Comunicación y sus Didácticas, ISSN-e 2603-8560, ISSN 0212-0410, Nº 40, 2017, págs. 59-66
• Idioma: español
• Enlaces
  • Texto completo
• Resumen
  • español

    Este estudio afirma que la instrucción explicita (EI) con la corrección de error explicito (EEC) pueden ser eficaces para adquirir elementos lingüísticos que no se hayan enseñado lo suficiente y que mayormente expresen significado léxico. Por otra parte, EI con EEC no pueden ser eficaces para los elementos lingüísticos que mayormente expresen funciones gramaticales formales, que los aprendices ya conocen muy bien. El estudio asume que el orden linear fijo para algunos elementos (e. g., morfemas gramaticales) no es influenciado por estímulos externos (i. e. , EC con EEC): como L1, el proceso de la adquisición de la L2 no es al azar, sino ordenado. Sin embargo, el estudio no necesariamente niega el rol de la instrucción explicita del profesor para cada uno de los aspectos de la adquisición de la L2. El estudio también afirma que EI y EEC son más eficaces para aquellos aprendices quienes tengan sus niveles de competencia general de la L2 altos. Apoyamos estas suposiciones presentando tres experimentos con respecto a la adquisición de los sujetos de la oración y los morfemas gramaticales en inglés por japoneses adultos, aprendices del idioma Inglés.

  • English

    This study claims that explicit instruction (EI) with explicit error correction (EEC) can be effective for acquiring linguistic items which mainly convey lexical meaning, and have not been taught enough. On the other hand, EI with EEC cannot be effective for linguistic items which mainly convey formal grammatical functions, which are already well known to the learners. The study assumes that the fixed linear order for some grammatical items (e.g., grammatical morphemes) is not influenced by external stimuli (i.e., EC with EEC): Like L1, the L2 acquisition process is not random, but orderly. However, the study does not necessarily deny the role of teacher’s explicit instructions for every aspect of L2 acquisition. The study also claims that EI with EEC are more effective for those learners whose general L2 proficiency levels are high. We support these assumptions by presenting three experiments concerning the acquisition of English sentential subjects and grammatical morphemes by Japanese adult learners of English.

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