Encouraging use of subordination in children’s narratives: a classroom-based priming studyCitation formats

Standard

Encouraging use of subordination in children’s narratives: a classroom-based priming study. / Hesketh, Anne; Serratrice, Ludovica; Ashworth, Rachel.

In: Language Learning and Development, 2016.

Research output: Contribution to journalArticle

Harvard

APA

Vancouver

Author

Hesketh, Anne ; Serratrice, Ludovica ; Ashworth, Rachel. / Encouraging use of subordination in children’s narratives: a classroom-based priming study. In: Language Learning and Development. 2016.

Bibtex

@article{23894011dc87474c82c210e2cfae3bd1,
title = "Encouraging use of subordination in children’s narratives: a classroom-based priming study",
abstract = "This study investigated the long-term effect of classroom-based input manipulation on children’s use of subordination in a story re-telling task; it also explored the role of receptive vocabulary skills and expressive grammatical abilities in predicting the likelihood of priming.During a two-week priming phase, 47 monolingual English-speaking five-year-olds heard 10 stories, one a day, that either contained a high proportion of subordinate clauses (subordination condition) or a high proportion of coordinate clauses (coordination condition). Post-intervention, there was a significant group difference in likelihood of subordinate use which persisted ten weeks after the priming. Neither expressive grammatical nor receptive vocabulary skills were positively correlated with the likelihood of subordinate use.These findings show that input manipulation can have a facilitative effect on the use of complex syntax over several weeks in a realistic communicative task.",
author = "Anne Hesketh and Ludovica Serratrice and Rachel Ashworth",
year = "2016",
doi = "10.1080/15475441.2016.1162721",
language = "English",
journal = "Language Learning and Development",
issn = "1547-5441",
publisher = "Psychology Press Ltd",

}

RIS

TY - JOUR

T1 - Encouraging use of subordination in children’s narratives: a classroom-based priming study

AU - Hesketh, Anne

AU - Serratrice, Ludovica

AU - Ashworth, Rachel

PY - 2016

Y1 - 2016

N2 - This study investigated the long-term effect of classroom-based input manipulation on children’s use of subordination in a story re-telling task; it also explored the role of receptive vocabulary skills and expressive grammatical abilities in predicting the likelihood of priming.During a two-week priming phase, 47 monolingual English-speaking five-year-olds heard 10 stories, one a day, that either contained a high proportion of subordinate clauses (subordination condition) or a high proportion of coordinate clauses (coordination condition). Post-intervention, there was a significant group difference in likelihood of subordinate use which persisted ten weeks after the priming. Neither expressive grammatical nor receptive vocabulary skills were positively correlated with the likelihood of subordinate use.These findings show that input manipulation can have a facilitative effect on the use of complex syntax over several weeks in a realistic communicative task.

AB - This study investigated the long-term effect of classroom-based input manipulation on children’s use of subordination in a story re-telling task; it also explored the role of receptive vocabulary skills and expressive grammatical abilities in predicting the likelihood of priming.During a two-week priming phase, 47 monolingual English-speaking five-year-olds heard 10 stories, one a day, that either contained a high proportion of subordinate clauses (subordination condition) or a high proportion of coordinate clauses (coordination condition). Post-intervention, there was a significant group difference in likelihood of subordinate use which persisted ten weeks after the priming. Neither expressive grammatical nor receptive vocabulary skills were positively correlated with the likelihood of subordinate use.These findings show that input manipulation can have a facilitative effect on the use of complex syntax over several weeks in a realistic communicative task.

U2 - 10.1080/15475441.2016.1162721

DO - 10.1080/15475441.2016.1162721

M3 - Article

JO - Language Learning and Development

JF - Language Learning and Development

SN - 1547-5441

ER -