Computer-Supplemented Structural Drill Practice Versus Computer-Supplemented Semantic Drill Practice by Beginning College German Students: A Comparative Experiment
Abstract
This study investigated the effectiveness of two types of computer practice, structural and semantic, across two levels of verbal aptitude. The experiment was conducted at the United States Air Force Academy. Subjects (n = 72) were beginning college German students who had no previous high school language training. The cadets were randomly assigned to three groups: (1) Structural Practice, (2) Semantic Practice, and (3) No Practice (Control). Groups 1 and 2 practiced the same grammatical concept on the computer with structural and semantic exercises, respectively. A structural exercise could be accomplished based on knowledge of structure alone, while a semantic exercise's successful accomplishment depended upon understanding of the meaning of the item/problem; structure was a secondary consideration. The control group had no practice. The results of the study support the importance of meaningful (semantic) practice in the second-language learning process. Interpersonal interactions are not an explanation for the advantage observed for meaningful language practice in other experiments.
Document Details
- Document Type
- Technical Report
- Publication Date
- Jan 01, 1979
- Accession Number
- ADA091192
Entities
People
- Reiner H. Schaeffer
Organizations
- Air Force Institute of Technology