1887
Volume 11, Issue 1
  • ISSN 1879-7865
  • E-ISSN: 1879-7873
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Abstract

Abstract

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.

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2020-06-04
2020-07-07
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