Profozic, Nadia M. The Effectiveness of Corrective Feedback and the Role of Individual Differences in Language Learning. Bern, Switzerland: Peter Lang, 2013. Pp. 192. $58.95, cloth. ISBN 978-3-631-62598-9.

2014 ◽  
Vol 98 (4) ◽  
pp. 1055-1056
Author(s):  
Chantal P. Thompson
Keyword(s):  
Individual Differences ◽  
Language Learning ◽  
Corrective Feedback

scholarly journals Studying individual differences in the social environment to better understand language learning and processing

2016 ◽  
Vol 2 (s1) ◽  
Author(s):  
Shiri Lev-Ari
Keyword(s):  
Second Language ◽  
Individual Differences ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Social Environment ◽  
Native Speakers ◽  
Linguistic Performance ◽  
The Social

AbstractPeople learn language from their social environment. Therefore, individual differences in the input that their social environment provides could influence their linguistic performance. Nevertheless, investigation of the role of individual differences in input on performance has been mostly restricted to first and second language acquisition. In this paper I argue that individual differences in input can influence linguistic performance even in adult native speakers. Specifically, differences in input can affect performance by influencing people’s knowledgebase, by modulating their processing manner, and by shaping expectations. Therefore, studying the role that individual differences in input play can improve our understanding of how language is learned, processed and represented.

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.

FORMAL VERSUS INFORMAL L2 LEARNING

2021 ◽  
pp. 1-25
Author(s):  
Vanessa De Wilde ◽  
Marc Brysbaert ◽  
June Eyckmans
Keyword(s):  
Individual Differences ◽  
Language Learning ◽  
Word Frequency ◽  
Vocabulary Knowledge ◽  
Receptive Vocabulary ◽  
Vocabulary Test ◽  
And Gender ◽  
French Words ◽  
Out Of School

Abstract A second language can be learned inside and outside the classroom. In this study we investigated the English and French vocabulary knowledge of 110 Dutch-speaking children (age 10–12), who received 100 hours of instruction in French, whereas their contact with English came from out-of-school exposure only. We examined the role of individual differences (out-of-school exposure and gender) and word-related variables (cognateness, frequency, and language). The children completed a receptive vocabulary test in English and French and filled in a questionnaire. The results showed that the children had a larger vocabulary knowledge in English than in French, illustrating the power of contextual language learning. Word learning was influenced by the amount of exposure, word frequency, and cognateness. Additionally, English words were easier to learn than French words for the participants we tested. Our results point to the need for out-of-school exposure to supplement language learning in the classroom.

scholarly journals Polish Listening SPAN: A new tool for measuring verbal working memory

2017 ◽  
Vol 7 (4) ◽  
pp. 601-618 ◽  
Author(s):  
Katarzyna Zychowicz ◽  
Adriana Biedroń ◽  
Mirosław Pawlak
Keyword(s):  
Working Memory ◽  
Individual Differences ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Working Memory Capacity ◽  
Verbal Working Memory ◽  
Memory Capacity ◽  
Theoretical Background ◽  
Factors Influencing

Individual differences in second language acquisition (SLA) encompass differences in working memory capacity, which is believed to be one of the most crucial factors influencing language learning. However, in Poland research on the role of working memory in SLA is scarce due to a lack of proper Polish instruments for measuring this construct. The purpose of this paper is to discuss the process of construction and validation of the Polish Listening Span (PLSPAN) as a tool intended to measure verbal working memory of adults. The article presents the requisite theoretical background as well as the information about the PLSPAN, that is, the structure of the test, the scoring procedures and the steps taken with the aim of validating it.

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.

INDIVIDUAL DIFFERENCES IN FOREIGN LANGUAGE LEARNING: EFFECTS OF APTITUDE, INTELLIGENCE, AND MOTIVATION.Steve Cornwell and Peter Robinson (Eds.). Tokyo: Aoyama Gakuin University, 2000. Pp. ii + 199. $29.00 paper.

2003 ◽  
Vol 25 (4) ◽  
pp. 584-585
Author(s):  
Zoltán Dörnyei
Keyword(s):  
Individual Differences ◽  
Language Learning ◽  
Qualitative Interviews ◽  
Foreign Language Learning ◽  
Target Population ◽  
Self Report ◽  
Multivariate Statistical ◽  
Japanese Student

This edited volume contains the proceedings of a conference on the role of individual differences in instructed SLA held at Aoyama Gakuin University in 1999. It includes 11 studies as well as an introductory chapter written by the editors. The first two papers, by Yamashiro and McLaughlin and by Hiser, Croker, Kenudson, and Stribling, present multivariate statistical analyses to examine the interrelationship between motivation, second language (L2) proficiency, and other learner characteristics in Japanese student samples. Although both studies offer unique insights into the characteristics of their target population, the authors also call for methodological improvements that would go beyond the use of self-report questionnaires. Sharing a similar interest in improving motivation research methodology, another study by Hsiao explicitly sets out to test the construct validity of the most well known motivation test—Gardner's Attitude/Motivation Test Battery—in Taiwan, which is a very different learning environment from Canada, where the test was originally developed. Özek and Williams's paper is also of interest in this respect because in their study a questionnaire survey conducted in Turkey was complemented with qualitative interviews, thereby resulting in a particularly rich database.

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