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FORM-MEANING CONNECTIONS AND THE FRENCH CAUSATIVE

An Experiment in Processing Instruction

Published online by Cambridge University Press:  01 March 2000

Linda Quinn Allen
Linda Quinn Allen
Affiliation:
University of Missouri–St. Louis
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Abstract

This study examines the generalizability of VanPatten and Cadierno (1993b) by investigating the relative effect of two types of explicit grammar instruction on learners' ability to interpret and produce sentences containing the French causative. Nine classes of 179 fourth-semester French students were assigned to three groups: (a) processing instruction, (b) traditional instruction, and (c) no instruction. The results indicate that processing instruction is as effective as traditional instruction in enabling learners to interpret the French causative and that traditional instruction is more effective in enabling learners to produce the French causative.

Type
Research Article
Information
Studies in Second Language Acquisition , Volume 22 , Issue 1 , March 2000 , pp. 69 - 84
Copyright
2000 Cambridge University Press

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