Instruction of Spanish Direct and Indirect Object Pronouns through Task-Supported Videoconferencing Instruction
DOI:
https://doi.org/10.48035/rhsj-fd.22.6Keywords:
Task-Supported Language Teaching, Grammar Acquisition, Videoconferencing EducationAbstract
Task-supported videoconferencing instruction emphasizes learner centeredness and experiential
learning in Second Language Acquisition (SLA). Still, relatively few studies have addressed the use
of specific linguistic structures in online courses from a task-based perspective. The present study
examines the effects of an online task-supported module on the acquisition of direct and indirect object
pronouns in Spanish. These pronouns are used very frequently by proficient Spanish speakers,
but are less used by Spanish learners because of their morphological and syntactic complexity. The
results of this study demonstrate the benefits of using an online task-supported module specially
designed to promote the use of direct and indirect object pronouns in Spanish through videoconference.
Participants used the target structures on many occasions without being prompted to do
so. The results suggest that the task-supported module is a promising approach to the teaching of
grammar.
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