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Article published In: A cross-theoretical and cross-linguistic perspective on the L2 acquisition of case systems / L'acquisition de systèmes casuels en L2 : des études à travers plusieurs théories et langues
Edited by Kristof Baten and Saartje Verbeke
[Language, Interaction and Acquisition 11:1] 2020
► pp. 130–162

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The acquisition of German declension in additive and concept-based approaches to instruction via computer-based cognitive tutors

 | Emory University, Oxford College
Published online: 4 June 2020
DOI logo with link
https://doi.org/10.1075/lia.00010.wal
Abstract
This study examines the different learning outcomes of two computer-based cognitive tutors using two approaches to instructing German declension: an additive, bottom-up approach, which focuses on a stepwise introduction of each case, and a concept-based, top-down approach, which focuses on developing students’ conceptual understanding of the functions related to each case form and the case marking system as a whole. The results indicate that both groups learned, but what and how they learned differed depending on the method of instruction. The additive group showed general gains in production and a slight increase in their ability to correctly interpret object-first sentences. The concept-based group showed larger gains, but in fewer areas. Specifically, the production of adjective endings increased, although there were no differences in determiner production or accuracy. The concept-based group also had a larger gain in their ability to interpret non-SVO word order sentences. This study shows how concept-based approaches to grammar can outperform additive ones, and that the development of these concepts can prepare students for future learning.
Résumé
Cette étude analyse les différents résultats de l’apprentissage à l’aide de deux tuteurs cognitifs informatisés qui utilisent deux approches pour enseigner la déclinaison allemande : une approche additive, ou ascendante, qui se concentre sur une introduction progressive de chaque cas et une approche conceptuelle, descendante, qui se concentre sur le développement de la compréhension conceptuelle des étudiants des fonctions liées à chaque forme casuelle et au système de marquage casuel comme un tout. Les résultats indiquent que les deux groupes ont appris, mais que ce qu’ils ont appris et comment ils l’ont appris diffèrent selon la méthode d’enseignement. Le groupe additif a montré des gains généraux dans la production et une légère augmentation dans leur capacité à interpréter correctement les phrases à objet premier. Le groupe fondé sur une approche conceptuelle a réalisé des gains plus importants, mais dans moins de domaines. Plus précisément, la production des terminaisons des adjectifs a augmenté bien qu’il n’y ait pas de différences dans la production ou l’exactitude des déterminants. Le groupe basé sur une approche conceptuelle a également connu un plus grand gain dans sa capacité d’interpréter des phrases qui ne sont pas organisées selon l’ordre SVO. Cette étude montre comment les approches conceptuelles de la grammaire peuvent surpasser les approches additives, et que le développement de ces concepts peut préparer les élèves à un apprentissage futur.
Article outline
  • 1.Introduction
  • 2.Literature review
    • 2.1Instruction of L2 German case
    • 2.2The importance of noticing in case acquisition instruction
    • 2.3Bottom-up, additive approaches
    • 2.4Top-down, conceptual approaches
    • 2.5Empirical classroom-based studies of L2 German case marking
  • 3.Research questions
  • 4.Methods
    • 4.1Participants
    • 4.2Instructional treatment
      • 4.2.1The additive tutor
      • 4.2.2The concept-based tutor
    • 4.3Data collection materials
      • 4.3.1The picture identification task
      • 4.3.2The sentence translation task
      • 4.3.3The reflection task
    • 4.4Procedure
  • 5.The picture identification task
    • 5.1Results
    • 5.2Discussion
  • 6.The sentence translation task
    • 6.1Results
    • 6.2Discussion
  • 7.The reflection task
    • 7.1Results
    • 7.2Discussion
  • 8.Conclusion
  • References
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