This project investigates how the acquisition of the future of probability in Spanish can be facilitated through classroom instruction, taking into consideration what L1 English and L1 French learners of L2 Spanish bring to the process of acquisition of this linguistic feature and how language instructors may need to manipulate the input to facilitate learning. We designed an experiment which measures different outcomes of form focused and meaning based instructional methods compared to the one currently used at the University of Ottawa in the Spanish program. We have developed grammaticality judgment and limited written production tasks. We also consider long-term effects of the instruction based on the results of the delayed posttest. Our preliminary results suggest that there is an advantage of meaning based instruction over the form focused one on both tests. At the same time, both instructional methods have had more positive effect on the learner acquisition compared to the results of the control group in both explicit and implicit knowledge. As expected, French L1 learners have a slight benefit over the English L1 learners due to the positive transfer from their L1 into L2 Spanish.

Keywords/Palabras clave

Spanish future of probability, form focused instruction, focus on meaning instruction, classroom instruction

Subject Area/Área temática

SLA, language pedagogy

Publication Date/Fecha de publicación