Challenging prepositions: the effectiveness of interrelating rules for teaching por and para in Spanish as a second language
Notice bibliographique
Résumé
This study hypothesizes that showing learners the general concepts that interrelate the meanings of the Spanish prepositions por and para (IR) results in more accurate performance than presenting the meanings as individual, unrelated items (UR). IR is more linguistically accurate than UR because it clarifies that prepositions are polysemous, with related meanings, and not homonymous, with unrelated meanings. IR also highlights the internal organization of the meanings, which psychological research has shown to facilitate recall. Moreover, IR helps learners to better understand the rationale behind the uses of por and para, thereby facilitating the application of classroom material to novel contexts. A quasi-experimental study was carried out with three second-year university Spanish classes in Canada. The learners were tested before the treatment, immediately afterwards, and again four weeks later. The results indicate that IR was not significantly different from UR in terms of accuracy of performance, certainty levels, number of errors made in free writing, self-ratings of knowledge and confidence, nor in the learners' evaluation of the treatment. However, IR seemed to show a larger substantial gain and longer durability for comprehension. IR also led to a faster increase in the learners' certainty levels about their answers, and the IR learners were more accurate in assessing the correctness of their answers. The lack of statistical significance may be due to the learners' unfamiliarity with the IR approach, which presents the rules as flexible rather than discrete and focuses on the process of arriving at the answer rather than on the answer itself. The unfamiliarity of IR, coupled with the short duration of the treatment (45 minutes), may have made learners more hesitant, thus negating any potential benefits. Nonetheless, the findings, as they stand, indicate that IR and UR are equally effective in improving learner performance on por and para. It is possible that as long as there is instruction that calls learners' attention to form-meaning connections, the exact operationalization of this instruction is not relevant for acquisition. The choice of instructional method may thus come down to the preferences of the learners and of the teacher.
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,003 | 0,001 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,004 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».