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A cross-theoretical and cross-linguistic perspective on the L2 acquisition of case systems / L'acquisition de systèmes casuels en L2 : des études à travers plusieurs théories et langues
Edited by Kristof Baten and Saartje Verbeke
[Language, Interaction and Acquisition 11:1] 2020
► pp. 130–162

The acquisition of German declension in additive and concept-based approaches to instruction via computer-based cognitive tutors

| Emory University, Oxford College

This study examines the different learning outcomes of two computer-based cognitive tutors using two approaches to instructing German declension: an additive, bottom-up approach, which focuses on a stepwise introduction of each case, and a concept-based, top-down approach, which focuses on developing students’ conceptual understanding of the functions related to each case form and the case marking system as a whole. The results indicate that both groups learned, but what and how they learned differed depending on the method of instruction. The additive group showed general gains in production and a slight increase in their ability to correctly interpret object-first sentences. The concept-based group showed larger gains, but in fewer areas. Specifically, the production of adjective endings increased, although there were no differences in determiner production or accuracy. The concept-based group also had a larger gain in their ability to interpret non-SVO word order sentences. This study shows how concept-based approaches to grammar can outperform additive ones, and that the development of these concepts can prepare students for future learning.

Keywords: German, case marking, declension, morphology, concept-based instruction, cognitive tutors, instruction, SLA
Article outline
  • 1.Introduction
  • 2.Literature review
    • 2.1Instruction of L2 German case
    • 2.2The importance of noticing in case acquisition instruction
    • 2.3Bottom-up, additive approaches
    • 2.4Top-down, conceptual approaches
    • 2.5Empirical classroom-based studies of L2 German case marking
  • 3.Research questions
  • 4.Methods
    • 4.1Participants
    • 4.2Instructional treatment
      • 4.2.1The additive tutor
      • 4.2.2The concept-based tutor
    • 4.3Data collection materials
      • 4.3.1The picture identification task
      • 4.3.2The sentence translation task
      • 4.3.3The reflection task
    • 4.4Procedure
  • 5.The picture identification task
    • 5.1Results
    • 5.2Discussion
  • 6.The sentence translation task
    • 6.1Results
    • 6.2Discussion
  • 7.The reflection task
    • 7.1Results
    • 7.2Discussion
  • 8.Conclusion
  • References
Published online: 4 June 2020
DOI logo
https://doi.org/10.1075/lia.00010.wal
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