Examinando por Autor "Toledo Contreras, Sthepania"

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    Ítem
    Effective practice for proceduralization of L2 knowledge in EFL classrroms
    (Universidad Andrés Bello, 2014) De la Maza Aránguiz, Angela; Navarro Fernández, Javiera; Otero Ríos, Cristóbal; Toledo Contreras, Sthepania; Valencia Ahumada, Estefanía; Vergara Lavdas, Mélanie; Masatoshi, Sato; Facultad de Humanidades y Educación
    This quasi-experimental study investigated the differential effects of types of practice (decontextualized practice, contextualized practice and practice elicited by prompts) on the development of grammatical knowledge in a foreign language classroom context. Four 10th grade classes (82 students) from a Spanish-speaking school served as participants for this study. Three classes were randomly assigned to one of the three experimental conditions and were exposed to six intervention sessions, and one served as a control group by development of L2 knowledge, we mean the proceduralization of declarative knowledge through practice, the basic tenet of the theoretical framework of this study, Skill Acquisition Theory Proceduralization is explained as a shift from declarative knowledge, which refers to the consciously accessible knowledge that learners have about an L2, to procedural knowledge, which refers to the unconsciously accessible knowledge that learners have about an L2 Throughout this project, declarative knowledge is represented as both regular and irregular past tense (mental grammar and mental lexicon, respectively). This differentiation helped us to explore the process of proceduralization on rule-based and item-based knowledge, separately Interpretations of the results from pretest and posttest measures of implicit and exphc1t knowledge of the target structures evidenced differential effects of each type of practice on the development of each type of knowledge, and suggest that a combination of contextualized and decontextualized practice would have the most positive impact on L2 development. Finally, future directions regarding research, in addition to actual pedagogical implications, are suggested.