Learning a foreign language: Effects of tact and listener instruction on the emergence of bidirectional intraverbals

We evaluated the effects of tact and listener instruction on the emergence of bidirectional intraverbal relations with 6 typically developing Brazilian children, using an adapted alternating treatment design with pretest and posttest probes. In listener instruction, participants selected pictures th...

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Bibliographic Details
Published in:Journal of applied behavior analysis 2020, Vol.53 (1), p.484-492
Main Authors: Cortez, Mariéle Diniz, dos Santos, Letícia, Quintal, Ana Elisa, Silveira, Marcelo V., Rose, Julio C.
Format: Article
Language:English
Subjects:
alternating treatment design
Behavior
Child development
Children
emergent relations
English (Second Language)
Foreign Countries
Foreign language learning
intraverbals
Language Tests
listener behavior
Listening
Listening Comprehension
Mastery Learning
Pictorial Stimuli
Portuguese language
Pretests Posttests
second language acquisition
Second Language Instruction
Second Language Learning
tacts
Task Analysis
Teaching Methods
Vocalization
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Summary:We evaluated the effects of tact and listener instruction on the emergence of bidirectional intraverbal relations with 6 typically developing Brazilian children, using an adapted alternating treatment design with pretest and posttest probes. In listener instruction, participants selected pictures that corresponded to spoken foreign‐language words. For tact instruction, children had to vocalize foreign words in the presence of the corresponding pictures. After meeting mastery criteria, bidirectional intraverbal tests assessed vocalizations in Portuguese (native language) following the presentation of the equivalent words in English (foreign language) and vice versa. Tact instruction consistently produced higher levels of emergent intraverbal responding compared to listener instruction, confirming results from previous studies.
ISSN:0021-8855
1938-3703
DOI:10.1002/jaba.559