scholarly journals The Role of Conflicting Representations and Uncertainty in Internal Error Detection During L2 Learning

2020 ◽  
Vol 70 (S2) ◽  
pp. 75-103 ◽  
Author(s):  
Sybrine Bultena ◽  
Claudia Danielmeier ◽  
Harold Bekkering ◽  
Kristin Lemhöfer
Keyword(s):  
Error Detection ◽  
L2 Learning ◽  
Internal Error

Preserving Integrity in the Face of Performance Threat

2012 ◽  
Vol 23 (12) ◽  
pp. 1455-1460 ◽  
Author(s):  
Lisa Legault ◽  
Timour Al-Khindi ◽  
Michael Inzlicht
Keyword(s):  
Error Detection ◽  
Error Monitoring ◽  
Error Related Negativity ◽  
Threatening Information ◽  
Electrophysiological Responses ◽  
The Face ◽  
And Performance ◽  
The Impact ◽  
The Brain

Self-affirmation produces large effects: Even a simple reminder of one’s core values reduces defensiveness against threatening information. But how, exactly, does self-affirmation work? We explored this question by examining the impact of self-affirmation on neurophysiological responses to threatening events. We hypothesized that because self-affirmation increases openness to threat and enhances approachability of unfavorable feedback, it should augment attention and emotional receptivity to performance errors. We further hypothesized that this augmentation could be assessed directly, at the level of the brain. We measured self-affirmed and nonaffirmed participants’ electrophysiological responses to making errors on a task. As we anticipated, self-affirmation elicited greater error responsiveness than did nonaffirmation, as indexed by the error-related negativity, a neural signal of error monitoring. Self-affirmed participants also performed better on the task than did nonaffirmed participants. We offer novel brain evidence that self-affirmation increases openness to threat and discuss the role of error detection in the link between self-affirmation and performance.

Self-monitoring in speech production: effects of verbal hallucinations and negative symptoms

1994 ◽  
Vol 24 (3) ◽  
pp. 749-761 ◽  
Author(s):  
I. Leudar ◽  
P. Thomas ◽  
M. Johnston
Keyword(s):  
Speech Production ◽  
Error Detection ◽  
Negative Symptoms ◽  
Self Monitoring ◽  
Acoustic Feedback ◽  
Production Effects ◽  
Internal Error

SynopsisThis paper reports results of a study on self-monitoring in speech production. Thirty schizophrenics, varying in verbal hallucination and in negative symptoms status, and 17 controls were tested on the reporter test. The position of interruptions of the speech-flow to repair errors was used to indicate whether the detection of the errors was through monitoring of internal phonetic plans or through external acoustic feedback. We have found that the internal error detection was twice as frequent in controls as in schizophrenics. The relevance of this finding to Frith's (1992) model of schizophrenia is discussed. Our conclusion is that the problem with internal monitoring of phonetic plans is common to all schizophrenics, and not just to those with verbal hallucinations.

scholarly journals Vietnamese Efl Tertiary Teachers’ English Communication In Non-English Major Classes: A Case Study

2021 ◽  
Author(s):  
Lien Tran
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Communication Strategies ◽  
Communication Strategy ◽  
Classroom Culture ◽  
English Teaching ◽  
Efl Teaching ◽  
L2 Learning ◽  
English Major

<p><b>The way English is taught at all educational levels has been a matter of big concern in Vietnam. This is clearly shown by the National Foreign Languages Project 2020 (phases 2008-2016 and 2017-2025) which aims to renovate all aspects of English teaching including teaching facilities, teacher proficiency, curriculum, assessment methods, and learning outcomes, particularly in tertiary English teaching (Vietnamese Government, 2008). Teachers’ classroom English communication is an important part of English teaching and learning; thus, closely examining how they use classroom English and communication strategies is a necessity. However, most international and Vietnamese research of English communication in English as a Foreign Language (EFL) teaching contexts has focused on the perspectives of learners, with limited attention given to the role of teachers. This thesis fills this gap by examining tertiary teachers’ practices of English communication in relation to learners’ perspectives. </b></p><p>This study investigated how English communication was used by five Vietnamese lecturers of English who were teaching non-English major students at two public colleges in Vietnam. This research adopted a mixed methods and qualitative dominant approach. The data were collected via classroom observations, survey questionnaires, individual interviews with lecturers, and focus group interviews with students. Findings reveal that, while most of the lecturers said they used more English than Vietnamese, classroom observation and student interview data suggested that they spent marginally less time speaking English than Vietnamese. Both lecturers and students shared viewpoints on the benefits of an English-only approach, but many did not think this approach would be applicable and effective in classes. Both lecturers and students believed that lecturers’ choice and use of classroom language was predominantly influenced by the desire to ensure comprehension and to provide concern to students. Findings further show seven key communication strategies used by the lecturers, with humour having not been previously identified in communication strategy research. </p><p>The lecturers’ roles as language users and language analysts are assumed to be mutually interconnected to lead to their practices of communication strategies; and the role of language teachers with their pedagogical learner knowledge shaped their perceptions on the functions and usages of communication strategies. Mismatches between the lecturers’ and students’ perceptions of classroom English communication were also identified. Those mismatches were caused by a limitation on communication at the interpersonal level between the lecturers and students and the particularly hierarchical and formal teacher-learner relationship in Vietnamese culture. To minimise those perceptual gaps, it is recommended that lecturers need to consider the perspectives of students to know what they expect to learn and how to learn that effectively. Lecturers’ classroom communication styles and strategies are also shown to be important to help alleviating those perceptual mismatches. It is also suggested that EFL classrooms should offer features of a supportive and motivating environment such as a well-designed classroom layout, teachers’ systematic corrective feedback, less asymmetrical power, and plentiful interaction opportunities. In the communicative and learner-centred teaching approaches, EFL teaching needs to be innovative to better engage and motivate students and to create more learning opportunities. </p><p>Taken as a whole, this thesis suggests that socially affective classroom culture plays an important role in students’ foreign language (FL) and second language (L2) learning and development. A positive lecturer-student relationship, a supportive learning environment, and interaction opportunities are the three main factors that can mediate and construct students’ FL/L2 learning. This study also emphasises the essential role of lecturers in shortening the perceptual gaps between them and students and opening learning space for students. Lecturers’ classroom communications strategies are used for communicative, affective, motivational, and pedagogical purposes and can be converted into students’ learning strategies with mediation tools. To improve EFL teaching and learning, this study also recommends an English-dominant teaching policy, job-oriented and communicative-based syllabus and assessment, and frequent teacher self-reflection and students’ feedback. Lastly, the research has useful implications for EFL teacher education and proficiency development. </p>

The role of formal L2 learning experience in L3 acquisition among early bilinguals

2015 ◽  
Vol 13 (3) ◽  
pp. 274-291 ◽  
Author(s):  
Mihi Park ◽  
Rebecca L. Starr
Keyword(s):  
Learning Experience ◽  
L3 Acquisition ◽  
L2 Learning

Second language learning in the context of massively multiplayer online games: A scoping review

ReCALL ◽  
2018 ◽  
Vol 31 (01) ◽  
pp. 92-113 ◽  
Author(s):  
Nasser Jabbari ◽  
Zohreh R. Eslami
Keyword(s):  
Second Language ◽  
Empirical Research ◽  
Communicative Competence ◽  
Online Games ◽  
Learning Opportunities ◽  
Massively Multiplayer Online Games ◽  
Multiplayer Online Games ◽  
L2 Learning ◽  
L2 Vocabulary

AbstractThis review examines the second language acquisition (SLA) literature with regard to the role of “massively multiplayer online games” (MMOGs) in second language (L2) learning. It focuses on commercially developed off-the-shelf (COTS) MMOGs only (some of them modified for educational purposes such as Reinders’ &amp; Wattana’s work). It surveys the current empirical research to find out which aspects of L2 learning have been investigated, how they were studied, and what the findings suggest in relation to L2 learning opportunities and outcomes within and beyond MMOG contexts. We synthesized the findings of 31 studies reporting empirical evidence about the role of MMOGs in L2 learning. We observed that the empirical research in this area is mainly qualitative and that L2-related motivational and affective factors, L2 vocabulary, and learners’ communicative competence (or discourse management strategies) are the most widely investigated topics. Based on the findings, our paper presents a model that depicts hypothetical interrelationships among (a) MMOG designed settings, (b) the social and affective affordances provided in these settings, (c) L2 learning opportunities, and (d) the L2 learning outcomes achieved. We conclude that MMOGs provide socially supportive and emotionally safe (i.e. low-language-anxiety) environments that afford multiple opportunities for L2 learning and socialization, which, in turn, help L2 learners to enrich their L2 vocabulary repertoire and enhance their communicative competence in the target language.

Research on the role of recasts in L2 learning

2020 ◽  
Vol 53 (3) ◽  
pp. 289-315
Author(s):  
Jaemyung Goo
Keyword(s):  
Empirical Studies ◽  
Corrective Feedback ◽  
Linguistic Features ◽  
Moderator Variables ◽  
L2 Learning ◽  
L2 Development ◽  
Scholarly Discussion ◽  
Negotiation For Meaning ◽  
Meta Analyses

With much empirical evidence of a beneficial role of interaction in second language (L2) development, researchers have become interested in investigating specific aspects of interaction (e.g., negotiation for meaning, corrective feedback (CF), modified output, noticing, etc.) that likely influence the extent to which interaction benefits L2 learning (Mackey, 2012; Mackey, Abbuhl, & Gass, 2012; Mackey & Goo, 2013; Gass & Mackey, 2015; Loewen & Sato, 2018). Among varied features of interaction, CF has been found to be quite effective at drawing learners' attention to L2 linguistic features during interaction, and has engendered much scholarly discussion of pivotal importance and numerous empirical studies on its potential for L2 development (see Russell & Spada, 2006; Mackey & Goo, 2007; S. Li, 2010*; Lyster & Saito, 2010*; Lyster, Saito, & Sato, 2013*; Brown, 2016*; Nassaji, 2016* for reviews and meta-analyses). Recasts, inter alia, have been at the center of most CF research and greatly explored with a view to understanding the nature of recasts, their characteristics (in various L2 learning contexts), their relative efficacy over other CF moves, and moderator variables that may mediate the effectiveness of recasts.

The possible role of an error detection mechanism in brain processing of deception

2012 ◽  
Vol 85 (3) ◽  
pp. 304-305
Author(s):  
M. Kireev ◽  
A. Korotkov ◽  
S. Medvedev
Keyword(s):  
Error Detection ◽  
Detection Mechanism ◽  
Brain Processing

scholarly journals THE CASE AGAINST THE CASE AGAINST RECASTS

2013 ◽  
Vol 35 (1) ◽  
pp. 127-165 ◽  
Author(s):  
Jaemyung Goo ◽  
Alison Mackey
Keyword(s):  
Prior Knowledge ◽  
Corrective Feedback ◽  
Multiple Comparisons ◽  
Second Languages ◽  
Learning Contexts ◽  
Different Types ◽  
L2 Learning ◽  
Interaction Approach ◽  
Single Versus

In the previous 20 years, more than 60 studies have been carried out within the input and interaction approach to SLA (Long, 2007; Mackey 2012), many of which have found positive associations between different types of recasts and the learning of a range of linguistic forms for a number of different second languages (L2s), in different learning contexts, with adults and with children. However, the following claims also appear: (a) recasts are not effective, (b) recasts are effective only in laboratories and not in classrooms, and (c) other types of feedback are more effective when compared with recasts. We demonstrate important methodological and interpretative problems in the small number of studies on which these negative claims are based, including issues with (a) modified output opportunities, (b) single-versus-multiple comparisons, (c) form-focused instruction, (d) prior knowledge, and (e) out-of-experiment exposure. We conclude by suggesting that making a case against recasts is neither convincing nor useful for advancing the field and that more triangulated approaches to research on all types of corrective feedback, employing varied and rigorous methodological designs, are necessary to further our understanding of the role of corrective feedback in L2 learning.

The role of (un)awareness in SLA

2017 ◽  
Vol 50 (2) ◽  
pp. 189-211 ◽  
Author(s):  
Ronald P. Leow ◽  
Lucia Donatelli
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
Broad Perspective ◽  
Learning Conditions ◽  
L2 Learning

The construct ‘awareness’ is undoubtedly one of the more difficult constructs to operationalize and measure in both second language acquisition (SLA) and non-SLA fields of research. Indeed, the multi-faceted nature of awareness is clearly exemplified in concepts that include perception, detection, and noticing, and also in type of learning or learning conditions (implicit, explicit, incidental, subliminal), type of consciousness (autonoetic, noetic, anoetic), and type of awareness (language, phenomenal, meta-cognitive, situational). Given this broad perspective, this article provides, from a psycholinguistic perspective, a timeline on the research that addresses the role of awareness or lack thereof in second/foreign language (L2) learning.

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