Gesture-enhanced recasts have limited effects: A case of the regular past tense

2019 ◽  
pp. 136216881987028 ◽  
Author(s):  
Kimi Nakatsukasa
Keyword(s):  
Repeated Measure ◽  
Past Tense ◽  
Production Test ◽  
Esl Students ◽  
Oral Production ◽  
The Past ◽  
Post Test ◽  
Locative Prepositions ◽  
Learning Types ◽  
Us University

This study investigates whether gesture-enhanced recasts lead to better production of the English regular past tense. Fifty-nine low-intermediate ESL students at a US university took part in communicative activities in class, during which they received, respectively, no feedback, verbal recasts, or gesture-enhanced recasts, the latter being a verbal recast accompanied by a point-back gesture indicating the non-target-like use or absence of the past tense. All learners also completed two assessments, a grammar test about the regular past tense and an oral production test that was designed to elicit the regular past tense, as a pre-test, an immediate post-test, and a delayed post-test a week later. Then, a repeated-measure ANOVA was used to analyse the linguistic development, using the obtained test scores. The results showed that there was no difference across the conditions in the grammar test, owing to the ceiling effect. On the other hand, learners significantly improved from the pre-test to the post-test in the oral production test, but there were no differences across the conditions. This contradicts a previous finding that teachers’ pedagogical gestures during recasts better facilitated the development of locative prepositions. Further, this study discusses how learning types (rule-based vs. item-based) involved in two different linguistic targets and different gestures used in the two studies may affect the efficacy of recasts.

EFFICACY OF RECASTS AND GESTURES ON THE ACQUISITION OF LOCATIVE PREPOSITIONS

2016 ◽  
Vol 38 (4) ◽  
pp. 771-799 ◽  
Author(s):  
Kimi Nakatsukasa
Keyword(s):  
Second Language ◽  
Feedback Control ◽  
Test Scores ◽  
Production Test ◽  
Esl Students ◽  
Target Structure ◽  
Linguistic Development ◽  
Oral Production ◽  
Stimulated Recall ◽  
Locative Prepositions

This study investigates whether gestures can be used during recasts to enhance the saliency of a target structure (locative prepositions) and to lead to better production of the target structure. Forty-eight low-intermediate English as a second language (ESL) students partook in communicative activities during which they received either no feedback (control), verbal recasts only (R), or recasts plus gesture (RG), and a subset of participants completed a stimulated recall session. Then the pretest, immediate, and delayed posttest scores of grammar and oral production tests were used to analyze the linguistic development. The results showed that no one commented on recasts or locative prepositions during the stimulated recall session and that there were no significant changes in grammar test scores in all conditions; however, the R and RG conditions performed significantly better in the production test than the control in the immediate posttest. Furthermore, the RG condition maintained the development in the delayed posttest, whereas the R condition did not.

Variable competence and performance in child second language acquisition1

1991 ◽  
Vol 7 (3) ◽  
pp. 220-232 ◽  
Author(s):  
Beverly Olson Flanigan
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Past Tense ◽  
Competence Model ◽  
Esl Students ◽  
Regression Analyses ◽  
Academic Context ◽  
Mental Competence ◽  
The Past ◽  
And Performance

The variable competence model of second language acquisition proposes that the ability to use language varies systematically within functional domains and linguistic contexts, and that such variability is inherent in interlanguage as well. This study of elicited and naturalistic speech of elementary school ESL students in formal and informal situations supports the conclusion that variability exists in the acquisition process but disputes the theory that it is a necessary com ponent of the mental competence itself. Errors in use of the past tense, noun phrase plurals and possessives, adjectives, and determiners were calculated for four different activities or tasks; t-tests and regression analyses revealed little or no statistical difference across tasks but predictable differences with increase in proficiency. Implications are drawn for the teaching of grammar to children in an academic context.

scholarly journals Language Teaching Techniques for Pronouncing the Past Tense Phonemes /t/, /d/, and /ɪd/ in Regular Verbs When Reading Aloud

2020 ◽  
Vol 15 (2) ◽  
pp. 277-300
Author(s):  
Priscilla Carranza Marchena ◽  
Sergio Sánchez Vargas ◽  
Geraldine Zamora Sánchez
Keyword(s):  
Research Study ◽  
Positive Impact ◽  
Language Teaching ◽  
Reading Aloud ◽  
Past Tense ◽  
Color Coding ◽  
Teaching Techniques ◽  
The Past ◽  
Post Test ◽  
Correct Pronunciation

This article presents the results of a research study based on two language teaching techniques, drilling and color-coding, and their effect on the correct pronunciation of the past tense phonemes /t/, /d/, and /ɪd/ in regular verbs in simple past tense when reading aloud; the population of this study was composed of twelve young adults. Qualitative and quantitative data from two instruments: an identification tally sheet and a questionnaire were gathered. The results obtained in the pre and post-test (identification tally sheet) and the performance of the participants from the experimental groups (B and C) showed that there was a positive impact on the accurate production of the past tense phonemes when reading aloud. Lastly, this research study provides evidence to claim the teaching of drilling and color-coding techniques are useful to pronounce the past tense phonemes /t/, /d/, and /ɪd/ in regular verbs correctly.

scholarly journals L2 Learners’ Proficiency Development through Noticing Feedback

2015 ◽  
Vol 2 (5) ◽  
pp. 25
Author(s):  
Seyed Saber Alavi ◽  
Thomas Chow Voon Foo ◽  
Mansour Amini
Keyword(s):  
Learning Outcomes ◽  
Corrective Feedback ◽  
Past Tense ◽  
Control Group ◽  
The Past ◽  
Immediate Recall ◽  
Learner Beliefs ◽  
L2 Development ◽  
Post Test ◽  
Affective Consequences

This experimental study investigated the relationship between noticing of corrective feedback and L2 development considering the learners’ perspective on error correction. Specifically, it aimed to uncover the noticeability and effectiveness of recasts, prompts, a combination of the two, to determine a relationship between noticing of CF and learning of the past tense. The participants were four groups of college ESL learners (n = 40). Each group was assigned to a treatment condition, but the researcher taught the control group. CF was provided to learners in response to their mistakes in forming the past tense. While noticing of CF was assessed through immediate recall and questionnaire responses, learning outcomes were measured through picture description administered via pre-test, post-test, and delayed post-test design. Learner beliefs about CF were probed by means of a 40-item questionnaire. The results indicated that the noticeability of CF is dependent on the grammatical target it addresses and that the feedback techniques that push learners to self-correct alone or in combination with target exemplars are more effective in. In relation to the learning outcomes, the overall past tense accuracy increased more than that for questions, but there were no significant differences between the groups. Finally, in relation to the beliefs about CF, the participants’ responses centered on the importance of oral CF, recasts as CF technique, prompts as CF technique, and affective consequences of CF, two of which mediated the noticeability of the supplied CF, but none impacted the learning outcomes.

scholarly journals English Past Tense Morphology in Adult Arab EFL learners: Mental Representation Mechanism and Types of Errors

2016 ◽  
Vol 6 (3) ◽  
pp. 1038-1046
Author(s):  
Muneera Muftah
Keyword(s):  
English Language ◽  
Frequency Effect ◽  
Past Tense ◽  
Efl Learners ◽  
Oral Production ◽  
The Past ◽  
Single Mechanism ◽  
L2 Learners ◽  
Irregular Verbs ◽  
Dual Mechanism

English past tense morphology is one of the most difficult but yet one of the most important areas in the acquisition of English language by L2 Learners. The objectives of this study were to: (a) determine the acquisition sequence of English regular and irregular past tense forms in adult Arab EFL learners; (b) identify whether English past tense forms are represented by a single mechanism or a dual mechanism, and (c) investigate types of errors that L2 learners produce in their acquisition of English past tense morphology. In total, 77 adult Arab EFL learners participated in an oral production task. The use of the verbal inflectional morphemes in obligatory contexts in each learners production is examined. The results show that L2 learners acquire the past tense morphology of the regular verbs before they acquire the past tense morphology of the irregular verbs and that there is frequency effect for the irregular verbs, but not for the regular verbs. This indicates that the dual system theory accounts for the mental representations of English past tense forms for the L2 learners in this study. The most frequent error types produced by the Learners are omission, overregularization and overgeneration of be forms.

Preverbation and narrativity in Lithuanian. The distribution of finite simplex and compound verbs in narrative main clauses

2010 ◽  
Vol 1 ◽  
pp. 167-192
Author(s):  
Lea Sawicki
Keyword(s):  
Narrative Text ◽  
Past Tense ◽  
The Past ◽  
Verb Forms ◽  
Compound Verbs ◽  
Finite Verb

The article deals with the use of simplex and compound (prefixed) verbs in narrative text. Main clauses comprising finite verb forms in the past and in the past habitual tense are examined in an attempt to establish to what extent simplex and compound verbs exhibit aspect oppositions, and whether a correlation exists between the occurrence of simplex vs. compound verbs and distinct textual units. The investigation shows that although simple and compound verbs in Lithuanian are not in direct aspect opposition to each other, in the background text portions most of the verbs are prefixless past tense forms or habitual forms, whereas in the plot-advancing text portions, the vast majority of verbs are compound verbs in the simple past tense.  

An exploration of target L2 morphemes in the oral production of young EFL learners in Croatia

2020 ◽  
Author(s):  
Jelena O'Reilly ◽  
Eva Jakupčević
Keyword(s):  
Foreign Language ◽  
Research Area ◽  
Simple Construction ◽  
L2 Acquisition ◽  
Efl Learners ◽  
Oral Production ◽  
The Past ◽  
Base Form ◽  
Production Study ◽  
Efl Students

Although the second language (L2) acquisition of morphology by late L2 learners has been a popular research area over the past decades, comparatively little is known about the acquisition and development of morphology in children who learn English as a foreign language (EFL). Therefore, the current study presents the findings from a longitudinal oral production study with 9/10-year-old L1 Croatian EFL students who were followed up at the age of 11/12. Our results are largely in line with the limited research so far in this area: young EFL learners have few issues using the be copula and, eventually, the irregular past simple forms, but had considerable problems with accurately supplying the 3rd person singular -s at both data collection points. We also observed a be + base form structure, especially at the earlier stage, which appears to be an emergent past simple construction.

ATE Failure Isolation Methodologies for Failure Analysis, Design Debug and Yield Enhancement

1998 ◽  
Author(s):  
D.S. Patrick ◽  
L.C. Wagner ◽  
P.T. Nguyen
Keyword(s):  
Integrated Circuits ◽  
Failure Analysis ◽  
Yield Enhancement ◽  
Production Test ◽  
Final Test ◽  
Critical Design ◽  
The Past ◽  
Product Engineering ◽  
Time Savings ◽  
Analysis Design

Abstract Failure isolation and debug of CMOS integrated circuits over the past several years has become increasingly difficult to perform on standard failure analysis functional testers. Due to the increase in pin counts, clock speeds, increased complexity and the large number of power supply pins on current ICS, smaller and less equipped testers are often unable to test these newer devices. To reduce the time of analysis and improve the failure isolation capabilities for failing ICS, failure isolation is now performed using the same production testers used in product development, multiprobe and final test. With these production testers, the test hardware, program and pattern sets are already available and ready for use. By using a special interface that docks the production test head to failure isolation equipment such as the emission microscope, liquid crystal station and E-Beam prober, the analyst can quickly and easily isolate the faillure on an IC. This also enables engineers in design, product engineering and the waferfab yield enhancement groups to utilize this equipment to quickly solve critical design and yield issues. Significant cycle time savings have been achieved with the migration to this method of electrical stimulation for failure isolation.

scholarly journals Men and muscularity research: a review

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Sharron J. Lennon ◽  
Kim K. P. Johnson
Keyword(s):  
Cultural Influences ◽  
Risky Behaviors ◽  
Individual Characteristics ◽  
Future Research ◽  
Journal Articles ◽  
Major Area ◽  
Masculine Norms ◽  
The Past ◽  
Post Test ◽  
Undergraduate Men

AbstractOver the past 25 years, understanding males’ interest in and outcomes of muscularity has developed into a major area of study. Research has been fueled by the development of measures of both the attitudinal and behavioral aspects of a desire to increase muscularity. Our research purpose was to critically assess muscularity research. Using a database search, the ancestry approach, and searching key journals, we identified empirical refereed journal articles with men as participants published from 2000 to 2019 to serve as our data. Our analyses revealed several individual characteristics (e.g., perfectionism, holding to traditional masculine norms) and socio-cultural influences (e.g., media, verbal commentary) that fueled men’s desire to be muscular. In experimental research, exposure to muscular male ideal images has resulted in low body image scores for young men in investigations that utilized pre-test, post-test designs. In survey research, muscularity was positively related to several risky behaviors or behaviors that could become risky if taken to the extreme. Overall, the reviewed research was conducted in western countries and researchers primarily utilized non-probability samples of undergraduate men. Recommendations for future research are provided.

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