scholarly journals HOW DO LEARNERS PERCEIVE INTERACTIONAL FEEDBACK?

2000 ◽  
Vol 22 (4) ◽  
pp. 471-497 ◽  
Author(s):  
Alison Mackey ◽  
Susan Gass ◽  
Kim McDonough
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Dyadic Interaction ◽  
Conversational Interaction ◽  
Interesting Issue ◽  
Lexical Semantic ◽  
Interaction Hypothesis ◽  
Negotiated Interaction ◽  
L2 Development

Theoretical claims about the benefits of conversational interaction have been made by Gass (1997), Long (1996), Pica (1994), and others. The Interaction Hypothesis suggests that negotiated interaction can facilitate SLA and that one reason for this could be that, during interaction, learners may receive feedback on their utterances. An interesting issue, which has challenged interactional research, concerns how learners perceive feedback and whether their perceptions affect their subsequent L2 development. The present research addresses the first of these issues–learners' perceptions about interactional feedback. The study, involving 10 learners of English as a second language and 7 learners of Italian as a foreign language, explores learners' perceptions about feedback provided to them through task-based dyadic interaction. Learners received feedback focused on a range of morphosyntactic, lexical, and phonological forms. After completing the tasks, learners watched videotapes of their previous interactions and were asked to introspect about their thoughts at the time the original interactions were in progress. The results showed that learners were relatively accurate in their perceptions about lexical, semantic, and phonological feedback. However, morphosyntactic feedback was generally not perceived as such. Furthermore, the nature as well as the content of the feedback may have affected learners' perceptions.

INPUT, INTERACTION, AND SECOND LANGUAGE DEVELOPMENT

1999 ◽  
Vol 21 (4) ◽  
pp. 557-587 ◽  
Author(s):  
Alison Mackey
Keyword(s):  
Second Language ◽  
Language Development ◽  
Active Participation ◽  
Control Group ◽  
Conversational Interaction ◽  
Grammatical Development ◽  
Second Language Development ◽  
Adult Esl ◽  
Interaction Hypothesis ◽  
Negotiated Interaction

This study examines the relationship between different types of conversational interaction and SLA. Long's (1996) updated version of the interactionist hypothesis claims that implicit negative feedback, which can be obtained through negotiated interaction, facilitates SLA. Similar claims for the benefits of negotiation have been made by Pica (1994) and Gass (1997). Some support for the interaction hypothesis has been provided by studies that have explored the effects of interaction on production (Gass & Varonis, 1994), on lexical acquisition (Ellis, Tanaka, & Yamazaki, 1994), on the short-term outcomes of pushed output (see Swain, 1995), and for specific interactional features such as recasts (Long, Inagaki, & Ortega, 1998; Mackey & Philp, 1998). However, other studies have not found effects for interaction on grammatical development (Loschky, 1994). The central question addressed by the current study was: Can conversational interaction facilitate second language development? The study employed a pretest-posttest design. Adult ESL learners (N = 34) of varying L1 backgrounds were divided into four experimental groups and one control group. They took part in task-based interaction. Research questions focused on the developmental outcomes of taking part in various types of interaction. Active participation in interaction and the developmental level of the learner were considered. Results of this study support claims concerning a link between interaction and grammatical development and highlight the importance of active participation in the interaction.

The Role of Variation in L2 Syntactic Complexity: A Case Study on Subordinate Clauses in Swedish as a Foreign Language

2018 ◽  
Vol 41 (1) ◽  
pp. 75-116
Author(s):  
Martje Wijers
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
Significant Negative Correlation ◽  
Subordinate Clause ◽  
Syntactic Complexity ◽  
Subordinate Clauses ◽  
Foreign Language Learners ◽  
L2 Development

This paper critically examines the exclusive use of the relative frequency of subordinate clauses as a measure of syntactic complexity in Second Language Acquisition (SLA) L2 acquisition and as an indicator of Second Language (L2) development. Following Lambert & Kormos (2014), it is argued that it is important to also take into account: (i) different subordinate clause types, (ii) item-based frequencies, and (iii) text genre. Longitudinal written data was collected among 21 Dutch-speaking foreign language learners of Swedish. Based on these data, the study shows that the subordination ratio (a common measure for syntactic complexity) alone was found to be insufficient as an indicator of syntactic complexity and L2 development, as hardly any significant differences were observed in the subordination ratios of the learners and native speakers. The study shows that other aspects are also relevant in determining the learners’ level of syntactic complexity as well as their L2 development, such as the internal structure and context of subordinate clauses, subordinate clause types, and especially the type-token ratio of subordinators used. The results showed a significant negative correlation between the subordination ratio of texts and the type-token ratio of subordinators. The aim of the study is to acknowledge the variation in the learners’ use of subordinate clause, in addition to the general subordination ratio, in order to arrive at a more nuanced view of syntactic complexity in second language acquisition.

On the Interpretation of Null Arguments in L2 Japanese by L1 German Speakers

2019 ◽  
Vol 1 (2) ◽  
Author(s):  
Yoichi Miyamoto ◽  
Kazumi Yamada
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
Feature Learning ◽  
Control Group ◽  
L1 Transfer ◽  
Null Arguments ◽  
L2 Development ◽  
Current Proposal

We report that (i) L1 German learners of Japanese as a foreign language allowed a sloppy interpretation of null arguments in the course of their L2 development, and that (ii) the sloppy interpretation between the L1 German group and the Japanese control group was, statistically, significantly different. Under Ishino’s (2012) Feature Transfer and Feature Learning model on second language acquisition (SLA) which we adopt, it is not immediately clear what type of null arguments the L1 German learners permit in their L2 Japanese. We argue that L1 German learners of L2 Japanese adopt German verbatim topic drop (Trutkowski, 2016) to make sloppy interpretation of null arguments available in their Japanese, an instance of L1 transfer. The current proposal is consistent with Yamada and Miyamoto’s (2017) finding that null arguments available in the L2 Japanese grammar of other European non-pro-drop language speakers do not permit sloppy interpretation, for verbatim topic drop is an operation specific to German.

The Direct Method

2017 ◽  
Author(s):  
Purwarno
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Direct Method ◽  
Target Language ◽  
Translation Method ◽  
Grammar Translation Method

The Direct Method was the outcome of a reaction against the Grammar Translation Method. It was based on the assumption that the learner of a foreign language should think directly in the target language. According to this method, English is taught through English. The learner learns the target language through discussion, conversation and reading in the second language. It does not take recourse to translation and foreign grammar.

FIRST AND SECOND LANGUAGE LEARNING THROUGH TEXTBOOKS IN ALBANIAN SCHOOLS (COMPARATIVE OVERVIEW OF ALBANIAN AND ENGLISH LANGUAGE TEXTBOOKS)

2018 ◽  
Vol 28 (7) ◽  
pp. 2319-2324
Author(s):  
Rina Muka ◽  
Irida Hoti
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Learning ◽  
Second Language Learning ◽  
English Language ◽  
Mother Tongue ◽  
First Language ◽  
Grammatical Knowledge ◽  
Level Of Education ◽  
The Third

The language acquired from the childhood is the language spoken in the family and in the place of living. This language is different from one pupil to another, because of their social, economical conditions. By starting the school the pupil faces first the ABC book and then in the second grade Albanian language learning through the Albanian language textbook. By learning Albanian language step by step focused on Reading, Writing, Speaking and Grammar the pupil is able to start learning the second language on the next years of schooling. So, the second language learning in Albanian schools is related to the first language learning (mother tongue), since the early years in primary school. In our schools, the second language (English, Italian) starts in the third grade of the elementary class. On the third grade isn’t taught grammar but the pupil is directed toward the correct usage of the language. The textbooks are structured in developing the pupil’s critical thinking. The textbooks are fully illustrated and with attractive and educative lessons adequate to the age of the pupils. This comparative study will reflect some important aspects of language learning in Albanian schools (focused on Albanian language - first language and English language - second language), grade 3-6. Our point of view in this paper will show not only the diversity of the themes, the lines and the sub-lines but also the level of language knowledge acquired at each level of education. First, the study will focus on some important issues in comparing Albanian and English language texts as well as those which make them different: chronology and topics retaken from one level of education to another, so by conception of linear and chronological order will be shown comparatively two learned languages (mother tongue and second language). By knowing and learning well mother tongue will be easier for the pupil the foreign language learning. The foreign language (as a learning curriculum) aims to provide students with the skills of using foreign language written and spoken to enable the literature to recognize the achievements of advanced world science and technology that are in the interest of developing our technique. Secondly, the study will be based on the extent of grammatical knowledge, their integration with 'Listening, Reading, Speaking and Writing' as well as the inclusion of language games and their role in language learning. The first and second language learning in Albanian schools (grade III-VI) is based on similar principles for the linearity and chronology of grammatical knowledge integrated with listening, reading, writing and speaking. The different structure of both books help the pupils integrate and use correctly both languages. In the end of the sixth grade, the pupils have good knowledge of mother tongue and the second language and are able to write and speak well both languages.

Exploring young learners’ L2 development and perceptions of mixed-age and same-age peer interactions in EFL mixed-age classrooms

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Tomas Kos
Keyword(s):  
Foreign Language ◽  
Peer Interactions ◽  
Language Instruction ◽  
Data Sources ◽  
Foreign Language Instruction ◽  
Young Learners ◽  
Multiple Data ◽  
L2 Development ◽  
Post Test ◽  
Mixed Age

Abstract Although foreign language instruction in mixed-age (M-A) is gaining popularity (Heizmann and Ries and Wicki 2015; Lau and Juby-Smith and Desbiens, 2017; Shahid Kazi and Moghal and Aziz 2018; Thurn 2011), the research is scarce. Drawing from multiple data sources, this study investigated to what extent do peer interactions among M-A and same-age (S-A) pairs aid L2 development and how students perceive their interactions. In this study, the same learners (N=24) aged between 10 and 12 interacted with the same and different age partners during common classroom lessons in two EFL classrooms. The results suggest that both S-A and M-A peer interactions aided L2 development. Although S-A pairs outperformed M-A pairs on the post-test, the results are not statistically significant. The analysis of students’ perceptions revealed that the majority of students prefer working in S-A to M-A pairs. In addition to age/proficiency differences, factors such as students’ relationships and perceptions of one’s own and partner’s proficiency greatly impact how they interact with one another.

Learners’ attitudes to first, second and third languages pronunciation in structuring multilingual identity

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Magdalena Szyszka
Keyword(s):  
Second Language ◽  
Language Acquisition ◽  
Foreign Language ◽  
Foreign Languages ◽  
Foreign Language Acquisition ◽  
Negative Relationships ◽  
Insight Into

AbstractThis paper investigates multilingual learners’ attitudes to native (L1 – Ukrainian), second (L2 – Polish) and foreign (L3 – English) languages’ pronunciation, and discusses them from the perspective of structuring multilingual identity. In the study, the choice of the sample has been controlled in terms of the participants’ nationality and the context in which they acquire their second and foreign languages – variables that are interwoven in shaping identities. More specifically, the 40 Ukrainian individuals, taking part in the study, are in the process of a foreign language acquisition, English, embedded in the context of their second language, Polish. The attitudes to L1, L2 and L3 pronunciation of the 40 multilinguals have been measured quantitatively and analysed with the aim of providing more insight into understanding how individuals construe their multilingual identities. Negative relationships were found between those who reported an L1 accent as an important factor involved in the perception of their selves and the desire to sound native-like in L2 – Polish (r = −0.37, p < 0.05), and L3 – English (r = −0.43, p < 0.05). The latter variable, however, correlated positively with having native-like pronunciation as a goal in learning Polish (r = 0.75, p < 0.05) and English (r = 0.89, p < 0.05).

Creating Critical Literacy Praxis: Bridging the Gap between Theory and Practice

RELC Journal ◽  
2021 ◽  
pp. 003368822098266
Author(s):  
Tsung-han Weng
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Critical Literacy ◽  
Classroom Environment ◽  
Theory And Practice ◽  
Teaching English ◽  
Speakers Of Other Languages ◽  
Literacy Implementation ◽  
Critical Literacy Pedagogy ◽  
Literacy Research

Although research in critical literacy has long been conducted in English as a second language contexts, a modicum of critical literacy research in English as a foreign language (EFL) contexts in which English is seldom used outside the classroom environment has also been undertaken. This article aims to discuss the introduction of critical literacy in the Teaching English to Speakers of other Languages (TESOL) profession, which has been neglected by TESOL researchers and practitioners in EFL contexts. The article reviews and synthesizes the existing literature by providing conceptualizations of the critical literacy approach to TESOL, examples of critical literacy implementation, and the benefits and challenges of implementing critical literacy pedagogy. The article concludes by calling for more critical literacy research in EFL contexts.

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