Substantial between-class differences exist in the accuracy with which intensive ESL students use structures such as progressive -ing and adjective–noun order in noun phrases¶
Claim · All claims
Evidence · 1 study · associationalr?·q2
Currency · newest study 1990 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 1995: baselines and conditions change
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Across four intact classes of intensive ESL learners, substantial between-class differences were found in accuracy of use of English structures including progressive -ing and adjective–noun order in noun phrases. → Patsy M. Lightbown and Nina Spada 1990
Evidence¶
Patsy M. Lightbown and Nina Spada 1990¶
Patsy M. Lightbown and Nina Spada. (1990). Focus-on-Form and Corrective Feedback in Communicative Language Teaching: Effects on Second Language Learning. Studies in Second Language Acquisition, Volume 12, Issue 4. https://doi.org/10.1017/S0272263100009517
q2 · i? · associational · r?
Classroom-based study of approximately 100 second language learners in four intact classes who had received a 5-month intensive ESL course; the study reports "Substantial between-class differences were found in the accuracy" of structures such as progressive -ing and adjective–noun order. No effect size is printed.
"Substantial between-class differences were found in the accuracy with which students used such English structures as progressive -ing and adjective–noun order in noun phrases."
Discussion¶
Related Claims¶
- Between-class differences in structural accuracy were attributed, with some evidence, to differences in teachers' form-focused instruction — related
- Between-class accuracy differences were not correlated with performance on listening comprehension tests — related
- Intensive ESL learners' oral English development was examined in four intact classes of approximately 100 French-speaking students aged 10–12 after a 5-month course — related
- Comprehensible input alone is insufficient for acquisition of high levels of grammatical proficiency — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
between-class-accuracy-differences-intensive-esl |
title |
Substantial between-class differences exist in the accuracy with which intensive ESL students use structures such as progressive -ing and adjective–noun order in noun phrases |
description |
Substantial between-class differences exist in the accuracy with which intensive ESL students use structures such as progressive -ing and adjective–noun order in noun phrases |
status |
review |
evidence_strength |
moderate |
newest_evidence |
1990 |
recheck_by |
1995 |
generated |
by process:wiki-ingest on 2026-10-15 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — patsy-m-lightbown-and-nina-spada-1990 |
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