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Grammar Animations and Cognition

Grammar Animations and Cognition

Jörg Roche, Julia Scheller
Copyright: © 2008 |Pages: 14
ISBN13: 9781599048956|ISBN10: 1599048957|EISBN13: 9781599048963
DOI: 10.4018/978-1-59904-895-6.ch012
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MLA

Roche, Jörg, and Julia Scheller. "Grammar Animations and Cognition." Handbook of Research on Computer-Enhanced Language Acquisition and Learning, edited by Felicia Zhang and Beth Barber, IGI Global, 2008, pp. 205-218. https://doi.org/10.4018/978-1-59904-895-6.ch012

APA

Roche, J. & Scheller, J. (2008). Grammar Animations and Cognition. In F. Zhang & B. Barber (Eds.), Handbook of Research on Computer-Enhanced Language Acquisition and Learning (pp. 205-218). IGI Global. https://doi.org/10.4018/978-1-59904-895-6.ch012

Chicago

Roche, Jörg, and Julia Scheller. "Grammar Animations and Cognition." In Handbook of Research on Computer-Enhanced Language Acquisition and Learning, edited by Felicia Zhang and Beth Barber, 205-218. Hershey, PA: IGI Global, 2008. https://doi.org/10.4018/978-1-59904-895-6.ch012

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Abstract

The present study is situated in the context of cognitive aspects of language processing as it focuses on the learning and teaching of grammar in various modes of presentation. The success of the programs developed for, and used in, the study is measured in terms of short- and long-term learner performances in the application of grammatical rules. Four groups of informants were formed to test four different combinations of the presented materials. The groups used either a cognitive/functional or traditional rule-governed approach to grammar explanation in either an animation or static presentation mode. The results document the overall superiority of the cognitive/functional approach to grammar when presented in the animation mode. The design of the study and its results could serve as a reference point for further research and could help refine parameters for the evaluation of effective language learning software.

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