The role of cognitive aptitudes for explicit language learning in the relative effects of explicit and implicit feedback

2015 ◽  
Vol 19 (1) ◽  
pp. 147-161 ◽  
Author(s):  
YUCEL YILMAZ ◽  
GISELA GRANENA
Keyword(s):  
Language Learning ◽  
Cognitive Processes ◽  
Cognitive Abilities ◽  
Corrective Feedback ◽  
Language Aptitude ◽  
Oral Production ◽  
Indefinite Article ◽  
Group Assignment ◽  
Posttest Performance

This study investigated the extent to which cognitive abilities that involve explicit cognitive processes (i.e., explicit language aptitude) are related to second language (L2) learning outcomes under two corrective feedback conditions. The study followed a pretest-posttest-delayed posttest experimental design. Forty-eight L2 learners of English carried out three oral production tasks, in which their errors on the indefinite article were treated according to their group assignment (i.e., explicit, implicit, and no-feedback). A set of controlled oral production tests was administered as pretest and posttest. Explicit language aptitude was measured using three subtests from the LLAMA Language Aptitude Test battery (Meara, 2005). Results showed that explicit language aptitude predicted immediate posttest performance only under the explicit feedback condition, suggesting that this type of feedback requires mental processes that are facilitated by explicit cognitive abilities and that its short-term effectiveness is not the same for learners with different aptitude levels.

Corrective feedback in historical perspective

1991 ◽  
Vol 7 (2) ◽  
pp. 89-102 ◽  
Author(s):  
Jacquelyn Schachter
Keyword(s):  
Language Learning ◽  
Experimental Work ◽  
Historical Perspective ◽  
Corrective Feedback ◽  
Negative Evidence ◽  
Positive Evidence

In this paper, pedagogical, linguistic theoretical, and psychological perspec tives on corrective feedback are discussed and an attempt is made to inte grate these different perspectives. To a large extent, researchers in these three approaches have been isolated from one another, each ignorant of the others' stands on the issues. Herein, we attempt to overcome the isolation, interweaving the similarities and pointing out the differences of the three approaches. It is argued that the answers to questions raised here and elsewhere concerning the role of corrective feedback in language learning will not come in the form of sweeping affirmative or negative generalizations. They will come from the careful teasing apart of the components of language and experimental work on these components. We need to ascertain whether some components can in fact be acquired on the basis of positive evidence alone, and whether negative evidence (feedback) is required for successful mastery of some other components.

scholarly journals The Effect of Immediate and Delayed Error Correction on Accuracy of EFL Learners’ Oral Production

2016 ◽  
Vol 6 (3) ◽  
pp. 93
Author(s):  
Fatemeh Safari
Keyword(s):  
Language Learning ◽  
Error Correction ◽  
English Language ◽  
Corrective Feedback ◽  
Specific Situation ◽  
Efl Learners ◽  
Oral Production ◽  
Positive Effects ◽  
The Subject ◽  
English Language Institute

The concept of corrective feedback in learning a second language has gained more importance and it has been the subject of many researches during recent years. Therefore, considering some aspects that affect it such as when and how to correct, and also what types of corrective feedback are more preferable and effective is of crucial concern. The aim of this study is to find the most effective type of error correction (especially the best time: whether immediately or delayed) in the case of accuracy of Iranian EFL learners’ oral production. Thus, in order to investigate this study, 30 homogenous intermediate EFL learners were selected randomly (female) aged 13 to 30 from Tak English language institute in Dezful, Iran. The participants were divided into 2 groups of 15. For G1 errors were corrected immediately and for G2 with some delay, i.e. after finishing their speech during a term. At the end of the term, each student were asked to discuss one of the topics they have covered during the term, while their voices were recorded and transcribed later. Measures of accuracy were developed to examine the results. Data analysis indicated that both Immediate and Delayed Error Correction had positive effects on the accuracy of learners’ oral production. However, it was evident that although both types of CF were beneficial, the effects of Immediate Error Correction were larger than the other. In conclusion, regarding the specific purpose of language learning in a specific situation and classroom, it is recommended that teachers should be familiarized with all types of CF and then cautiously select the most appropriate one.

scholarly journals Declarative and Procedural Memory as Individual Differences in Second Language Aptitude

2018 ◽  
Author(s):  
Joshua Buffington ◽  
Kara Morgan-Short
Keyword(s):  
Second Language ◽  
Individual Differences ◽  
Second Language Acquisition ◽  
Cognitive Abilities ◽  
Memory Systems ◽  
Procedural Memory ◽  
Future Research ◽  
Language Aptitude

Domain-general approaches to second language acquisition (SLA) have considered how individual differences in cognitive abilities contribute to foreign language aptitude. Here, we specifically consider the role of two, long-term, cognitive memory systems, i.e., declarative and procedural memory, as individual differences in SLA. In doing so, we define and review evidence for the long-term declarative and procedural memory systems, consider theories that address a role for declarative and procedural memory in L2 acquisition, discuss evidence in support of the claims that these theories make, and conclude with discussion of important directions and questions for future research on the role of declarative and procedural memory as individual differences in assessing L2 aptitude.

scholarly journals Motivating Role of Assessment and Feedback in Teaching English to Students of Non-Linguistic Specialties

2021 ◽  
pp. 144-148
Author(s):  
Kseniya S. Potovskaya ◽  
Kseniya A. Sekret
Keyword(s):  
Language Learning ◽  
English Learners ◽  
Corrective Feedback ◽  
Teaching Staff ◽  
Opinion Poll ◽  
State University ◽  
English Classes ◽  
Study Results ◽  
Feedback Strategies

This article presents a study of the motivating role of feedback and assessment in language learning. Within the framework of our research, we surveyed psychological peculiarities of students and their attitude to errors and learning process depending on the feedback strategy applied by the teacher. We also explored types and ways of expressing feedback as well as correction and assessment functions. In order to obtain students’ insights into the motivating role of feedback and to ascertain their preferences for correction, we conducted an opinion poll in a target group of English learners consisting of 150 1-st and 2-nd year students of the Sevastopol State University. The respondents answered based on their personal experience of communication with the teaching staff of the university. The survey showed that the feedback received in the learning environment during English classes strongly affects the level of students’ motivation, but at the same time the majority of students are not afraid of making mistakes as they consider them to be the main factor in their personal and professional development. The study results might help teachers to choose more effective corrective feedback strategies that work best for their students.

scholarly journals Pharmacological evidence is consistent with a prominent role of spatial memory in complex navigation

2016 ◽  
Vol 283 (1824) ◽  
pp. 20152548 ◽  
Author(s):  
Timothy C. Roth ◽  
Aaron R. Krochmal
Keyword(s):  
Spatial Memory ◽  
Spatial Cognition ◽  
Cognitive Processes ◽  
Cognitive Abilities ◽  
Muscarinic Acetylcholine Receptor ◽  
Free Living ◽  
Naturally Occurring ◽  
Spatial Environment ◽  
Navigation Strategies

The ability to learn about the spatial environment plays an important role in navigation, migration, dispersal, and foraging. However, our understanding of both the role of cognition in the development of navigation strategies and the mechanisms underlying these strategies is limited. We tested the hypothesis that complex navigation is facilitated by spatial memory in a population of Chrysemys picta that navigate with extreme precision (±3.5 m) using specific routes that must be learned prior to age three. We used scopolamine, a muscarinic acetylcholine receptor antagonist, to manipulate the cognitive spatial abilities of free-living turtles during naturally occurring overland movements. Experienced adults treated with scopolamine diverted markedly from their precise navigation routes. Naive juveniles lacking experience (and memory) were not affected by scopolamine, and thereby served as controls for perceptual or non-spatial cognitive processes associated with navigation. Further, neither adult nor juvenile movement was affected by methylscopolamine, a form of scopolamine that does not cross the blood–brain barrier, a control for the peripheral effects of scopolamine. Together, these results are consistent with a role of spatial cognition in complex navigation and highlight a cellular mechanism that might underlie spatial cognition. Overall, our findings expand our understanding of the development of complex cognitive abilities of vertebrates and the neurological mechanisms of navigation.

scholarly journals Investigating language aptitude in the success of adult second language acquisition

2021 ◽  
Author(s):  
Anna Zólyomi
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Learning Strategies ◽  
Aptitude Test ◽  
Language Aptitude ◽  
Hungarian Language ◽  
Grammar Analysis

AbstractThe present study was conducted by using mixed methods design to investigate the role of language aptitude in second language acquisition (SLA). The quantitative method involved Hungarian adults (N = 27) of two kinds of schools: a technical school and three different universities. These adults participated in completing the aptitude test called Hungarian Language Aptitude Test (HUNLAT). The qualitative part included an in-depth interview, which was conducted with six participants mainly focussing on their learning habits in order to examine if there is any correspondence between aptitude and language learning habits in this sample. Within this sample, males achieved significantly higher scores on the Grammar analysis task and older students scored significantly higher on three tasks; additionally, they scored significantly higher on the total score of the HUNLAT. Furthermore, those students who scored high on the aptitude test regard themselves to be successful and those who scored low regard themselves less successful language learners. The major pedagogical implication that can be drawn from this particular research is that there are many constructs that may influence language aptitude including language learning habits, motivation, and language learning strategies; thus, EFL teachers may reconsider the role of this construct in SLA.

Strategic and unpressured within-task planning and their associations with working memory

2016 ◽  
Vol 22 (2) ◽  
pp. 230-253 ◽  
Author(s):  
Shaofeng Li ◽  
Mengxia Fu
Keyword(s):  
Working Memory ◽  
Strategic Planning ◽  
Cognitive Abilities ◽  
Working Memory Capacity ◽  
Task Planning ◽  
Oral Production ◽  
Operation Span ◽  
L2 Chinese ◽  
Task Conditions

This study investigated the comparative effects of strategic and unpressured within-task planning on second language (L2) Chinese oral production and the role of working memory in mediating the effects of the two types of planning. Twenty-nine L2 Chinese learners at a large New Zealand university performed a narrative task after watching a 6-minute silent movie, followed by an operation span test gauging the learners’ working memory capacity. The results revealed that (1) strategic planning enhanced fluency and unpressured within-task planning led to greater accuracy and syntactic complexity, (2) strategic planning facilitated the production of a syntactically transparent structure, while unpressured within-task planning showed an advantage for opaque, complex structures, and (3) working memory was drawn upon in unpressured within-task planning, but barely so in strategic planning. The data show that strategic planning benefits the Conceptualizer while unpressured within-task planning favors the Formulator. The data also suggest that the role of cognitive abilities in task performance is contingent upon the processing demands of different task conditions.

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