Banca de DEFESA: Laís Caroline de Sousa Cruz

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : Laís Caroline de Sousa Cruz
DATE: 31/10/2023
TIME: 10:00
LOCAL: Sala de Defesa do IL
TITLE:

EFFECTS OF INSTRUCTION AND ATTENTION ON LEARNING THE PRESENT PERFECT

KEY WORDS:

Implicit Instruction; Explicit Instruction; Attention; L2 learning.

PAGES: 110
BIG AREA: Lingüística, Letras e Artes
AREA: Lingüística
SUMMARY:

The study reported in this MA thesis aimed to investigate the effects of instruction, implicit or explicit, in the L2 learning process, and how the type of instruction impacts learners’ attention in L2. Therefore, this study sought to verify which type of instruction, implicit and/or explicit, produces a better effect on the learning of the grammatical structure of the present perfect tense, and whether there is a relationship between the type of instruction and the learners’ attention during the instructional treatment. Furthermore, it aimed to examine whether there is a statistical correlation between the accuracy of the target structure in the tests (PT, PTI, and PTP) and learners’ grammatical performance in writing tasks. To analyze this data, the study was based on studies about instruction, according to Norris and Ortega (2000), Ellis (1994, 2005, 2009), Doughty (2008), Housen, and Pierrard (2005), and Long (1983, 1987); and attention, according to the proposals by Schmidt (2001), Leow (1997), and Bergsleithner (2009, 2011), among other researchers. As regards the participants, a sample of 44 L2 English learners from a High School located in the Central West region of Brazil participated In this experimental study, and they were divided into two experimental groups. The overall design consisted of three stages: in the first stage, it was applied a pretest for both groups; in the second stage, one week later, an implicit instructional treatment for experimental group 1, and an explicit instructional treatment for experimental group 2; an immediate posttest, applied right after the treatment for both groups; an attention protocol for both groups; and, in the third stage, one week later, a delayed posttest for both groups; and, two writing tasks for both groups. The results showed that implicit instruction might bring more benefits for the L2 learning process, if compared to the explicit instruction. The study also concluded that implicit instruction had a positive impact on the attention dispensed by the participants to the input, from the experimental group 1, pointing to a higher score on grammatical accuracy of the target structure. Moreover, although the statistical tests showed no significant difference between the two groups in terms of learners’ grammatical accuracy in the writing task performance, the group that received implicit instruction showed a light improvement in grammatical accuracy, indicating that this kind of instruction seems to be more beneficial for L2 learning.

COMMITTEE MEMBERS:
Externo à Instituição - ALLEY CANDIDO JUNIOR - CMB
Externa ao Programa - 1707169 - ELOISA NASCIMENTO SILVA PILATI - nullPresidente - 1816766 - JOARA MARTIN BERGSLEITHNER
Interna - 1752438 - VANESSA BORGES DE ALMEIDA