ABSTRACT
Background and purpose: We investigated the effectiveness of written synchronous computer-mediated communication (SCMC) to prime developmentally advanced second language (L2) structures, i.e., Spanish subjunctive mood, during task-based interaction. We extend earlier findings on oral interaction by investigating the priming of subjunctives during written SCMC among Spanish-learning German peers.
Methods: For three weeks, pairs performed three 20-minute tasks. One interactant was asked to use provided model sentences containing subjunctives. In Study 1, 20 students performed weekly tasks in the classroom. In Study 2, 22 participants did similar tasks as homework. Development was measured using a pre-, immediate and delayed posttest design. Analyses examined chatlogs for use and accuracy of subjunctives as well as obligatory contexts created. Pre- and posttest scores were compared to a control group (18 in Study 1; 20 in Study 2).
Findings: The studies yielded supportive trends demonstrating more creative use of subjunctive mood, higher creation of obligatory contexts, and minor accuracy gains in the priming condition.
Conclusions: Priming can promote the use of (known but potentially avoided) developmentally advanced structures in a written SCMC modality.
Pedagogical suggestions: Teachers can use text chat as a pedagogic environment for eliciting primed production. Being aware that priming generally yields small effects only, we would suggest targeting salient (e.g., word order) rather than low-salient (e.g., verb morphology) structures.
