TY - JOUR

T1 - Learning multiple L2 syntactic structures via chat-based alignment

T2 - What is the role of learners’ prior knowledge and conscious decisions?

AU - Coumel, Marion

AU - Ushioda, Ema

AU - Messenger, Katherine

PY - 2022/10/31

Y1 - 2022/10/31

N2 - This study investigated whether written chat-based activities foster alignment and learning of multiple simultaneously-targeted second language (L2) syntactic structures. It further examined how these were affected by prior knowledge of the targeted structures and learners' decisions to use or avoid each structure. We tested 47 Spanish first language (L1) speakers learning L2 English. In a chat-based activity with an L1 English speaker, we examined alignment in the production of three target structures that differed in their likely familiarity for participants (genitives, passives and datives) by comparing target structure production after prime versus baseline sentences. We also compared target structure production in a post-test relative to a pre-test to assess learning (increased structure usage) and we asked participants whether they made conscious decisions to use or avoid the structures. The learners experienced chat-based alignment and learning across structures. Although prior knowledge and decisions did not significantly affect alignment and learning, more prior knowledge and choosing to use the targeted structures increased overall target structure production. Thus, chat-based activities are well-suited to support L2 grammar learning, even when they embed multiple structures. However, instructors may need to encourage learners to explicitly use the targeted structures to maximize alignment tasks’ language learning outcomes.

AB - This study investigated whether written chat-based activities foster alignment and learning of multiple simultaneously-targeted second language (L2) syntactic structures. It further examined how these were affected by prior knowledge of the targeted structures and learners' decisions to use or avoid each structure. We tested 47 Spanish first language (L1) speakers learning L2 English. In a chat-based activity with an L1 English speaker, we examined alignment in the production of three target structures that differed in their likely familiarity for participants (genitives, passives and datives) by comparing target structure production after prime versus baseline sentences. We also compared target structure production in a post-test relative to a pre-test to assess learning (increased structure usage) and we asked participants whether they made conscious decisions to use or avoid the structures. The learners experienced chat-based alignment and learning across structures. Although prior knowledge and decisions did not significantly affect alignment and learning, more prior knowledge and choosing to use the targeted structures increased overall target structure production. Thus, chat-based activities are well-suited to support L2 grammar learning, even when they embed multiple structures. However, instructors may need to encourage learners to explicitly use the targeted structures to maximize alignment tasks’ language learning outcomes.

KW - Linguistic alignment

KW - Syntactic priming

KW - Second language learning

KW - Second language teaching

KW - Explicit processes

KW - Synchronous computer-mediated communication (SCMC)

KW - Implicit learning

U2 - 10.1016/j.system.2022.102869

DO - 10.1016/j.system.2022.102869

M3 - Journal article

VL - 109

JO - System

JF - System

SN - 0346-251X

M1 - 102869

ER -