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Cited by 29EFL/ESL Teaching and LearningSecond Language Acquisition and LearningInnovative Teaching and Learning Methods

11. Small-group meta-analytic talk and Spanish L2 development

Moranski, Kara, Toth, Paul D.·2016·Language Learning & Language Teaching
DOI 10.1075/lllt.45.12mor
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Abstract

In this chapter, we examine the meta-analytic talk of nine adolescent L2 Spanish learners and their subsequent accuracy on a grammaticality judgment task, with the pronoun se as an instructional target. Data come from a U.S. high school during three 90-minute lessons, where learners “co-constructed” rules for se in groups based on its use in reading passages. We coded learners’ analytic talk as belonging to higher or lower levels of analytical abstraction (LAAs) to distinguish labeling L2 forms and categories from identifying broader patterns and rules. The amount of individual and group analytic talk, as well as talk at higher LAAs, was compared to individual grammaticality judgment scores before and six weeks after instruction. Results show that learners in groups with greater mutuality improved their scores even when their overall individual participation was only low or moderate. Implications for theory and practice are discussed.

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  • Cognitive, social, and behavioral dimensions of engagement are evident in Example 6.

    “Cognitive, social, and behavioral dimensions of engagement are evident in Example 6, from Moranski and Toth (2016, p. 306).”

    From Exploring Engagement in Tasks in the Language Classroom (2016) · cites this paper as Moranski and Toth (2016)

  • The pair of adolescent learners varies in knowledge of Spanish as a foreign language, but benefits from one another's expertise as they discuss form-meaning connections for se and me.

    “This pair of adolescent learners varies in knowledge of Spanish as a foreign language, but benefits from one another's expertise as they discuss form-meaning connections for se and me .”

    From Exploring Engagement in Tasks in the Language Classroom (2016) · cites this paper as Moranski and Toth (2016)

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Authors
Moranski, K., & Toth, P. D.
Affiliations
  • University of Pennsylvania (US)
  • Temple University (US)
ORCID
Venue
Language Learning & Language Teaching
Publisher
John Benjamins Publishing Company
Published
2016-02-26
Pages
291-316
ISSN
1569-9471 (ISSN-L)
DOI
10.1075/lllt.45.12mor
OpenAlex
W2482376792
Cited by
29
References
30
Citations by year
2026: 3 · 2025: 1 · 2024: 5 · 2023: 3 · 2022: 5 · 2021: 3 · 2020: 3 · 2018: 1 · 2016: 5
FWCI
10.79
Type
book chapter
Language
en
Open access
closed
Locations
Language learning and language teaching (publishedVersion)
Topics
  • Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
  • Social Sciences › Psychology › Developmental and Educational Psychology › Second Language Acquisition and Learning
  • Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
Keywords
small group instruction, Spanish as a second language, second language acquisition, grammaticality judgment, reflexive pronoun se, learner talk, adolescent students

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