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8 results on '"DEMIL, Andrew J."'

1. Perceptions and Practices in Language Teaching: A Survey of Experts in Literary and Cultural Studies

Author

White, Justin P., DeMil, Andrew J., and Blattner, Geraldine

Abstract

This study serves as a follow-up to VanPatten's (2015a) demographic report including the makeup of many university language departments. The present study investigates what some literary and cultural studies experts self-report regarding their training in SLA/language pedagogy, term familiarity, perceptions of Communicative Language Teaching, and classroom practices. Participants included 38 university-level US Spanish and French professors with expertise in literary and cultural studies. Findings revealed a lack of familiarity with some SLA and language teaching constructs, feedback types, and the role of explicit grammar and mechanical drills. As such, we discuss the ramifications of these findings.

Published
2021

2. Transfer-of-Training Effects in Processing Instruction: The Role of Form-Related Explicit Information

Author

White, Justin P. and DeMil, Andrew J.

Abstract

This study compares the effects of processing instruction (PI), structured input (SI), and form-related explicit information (FREI) on a primary target form (i.e., third-person Spanish accusative clitics) and on a secondary form (i.e., third-person Spanish dative clitics). Participants included 151 adult learners enrolled in a beginning-level Spanish course. Findings revealed that SI is as effective on the primary target form as PI immediately after treatment; however, the FREI component of PI may play a positive role at the delayed posttest, as exhibited by the fact that the PI group maintained gains, whereas the SI group, although improved from the pretest, did not. Learners exposed to both PI and SI also demonstrated gains on the secondary target form, which suggests a transfer-of-training effect for both interventions. As such, we discuss the theoretical and methodological ramifications of these findings.

Published
2013
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3. 2 Perceptions and Practices in Language Teaching: A Survey of Experts in Literary and Cultural Studies.

Author

White, Justin P., DeMil, Andrew J., and Blattner, Geraldine

Subjects
LANGUAGE acquisition, CULTURAL studies, EDUCATION, PSYCHOLOGICAL feedback, GRAMMAR
Abstract

This study serves as a follow-up to VanPatten’s (2015a) demographic report including the makeup of many university language departments. The present study investigates what some literary and cultural studies experts self-report regarding their training in SLA/language pedagogy, term familiarity, perceptions of Communicative Language Teaching, and classroom practices. Participants included 38 university-level US Spanish and French professors with expertise in literary and cultural studies. Findings revealed a lack of familiarity with some SLA and language teaching constructs, feedback types, and the role of explicit grammar and mechanical drills. As such, we discuss the ramifications of these findings. [ABSTRACT FROM AUTHOR]

Published
2021

8. Primary and secondary effects of PI.

Author

WHITE, Justin P. and DEMIL, Andrew J.

Subjects
SECOND language acquisition -- Social aspects, PROCESSING (Computer program language), SECONDARY effects doctrine (Freedom of speech), SPANISH language education, ACCUSATIVE case (Grammar), DATIVE case (Grammar)
Abstract

This paper is a conceptual replication of Leeser and DeMil (in press) and examines the effectiveness of Processing Instruction, Traditional Instruction, and no instruction for primary and secondary effects with a primary target form (Spanish accusative clitics) and a secondary form (Spanish dative clitics) (N = 134). Leeser and DeMil (in press) failed to find gains in production similar to previous research. The present study differs in design from the original study in terms of the production measures (type and number of opportunities for production) and more closely resemble those used in previous secondary effects research. In part, the findings show that significant gains for PI were found for primary and secondary form interpretation, whereas the gains for TI were less robust. As such, we discuss the theoretical and methodological ramifications of these findings. [ABSTRACT FROM AUTHOR]

Published
2013

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