Task modality and language-related episodes in young learners: An attempt to manage accuracy and editing

2021 ◽  
pp. 136216882110528
Author(s):  
María Martínez-Adrián ◽  
Francisco Gallardo-del-Puerto
Keyword(s):  
Adult Learners ◽  
Focus On Form ◽  
Modality Effects ◽  
Task Motivation ◽  
Young Learners ◽  
Final Output ◽  
Collaborative Interaction ◽  
Task Modality ◽  
Writing Task

Task modality (oral vs. writing) has been found to affect the production, nature and resolution of the language-related episodes (LREs) produced by adult learners in collaborative interaction, a finding also attested in very recent and still limited research with young learners, a population that deserves greater attention in the literature. Besides, previous research has not yet considered the incorporation of LREs in the final output of both oral and written tasks. Nor has it controlled for the differential levels of accuracy that the oral vs. the written modality demand, or the opportunity for revising the output equally in both modalities. Besides, little is known about learners’ motivation towards tasks of different modality. This article fills these gaps by examining the effect of task-modality on the production of LREs by 10- to 12-year-old schoolchildren performing an oral+writing task and an oral+editing task, as well as its effect on their task motivation. Task modality effects were evinced in terms of nature and incorporation of LREs, the written mode leading to greater focus on form and incorporation of accurately resolved LREs. The possibility of editing the oral output resulted in enhanced target-likeness of resolved LREs. As for task motivation, learners perceived both tasks as equally motivating.

Language-related episodes by young CLIL learners

2021 ◽  
Vol 3 (2) ◽  
pp. 214-245
Author(s):  
María Martínez-Adrián ◽  
M. Juncal Gutiérrez-Mangado ◽  
Francisco Gallardo-del-Puerto ◽  
María Basterrechea
Keyword(s):  
Adult Learners ◽  
Comprehensive Understanding ◽  
Modality Effects ◽  
Young Learners ◽  
Self Selection ◽  
Final Output ◽  
On Line ◽  
Task Modality ◽  
The Relationship ◽  
Different Levels

Abstract Task modality has been found to affect the production, nature and resolution of Language Related Episodes (LREs). However, a substantial number of investigations have been conducted with adult learners (i.e. García Mayo & Azkarai, 2016; Niu, 2009; Payant & Kim, 2019), except for García Mayo and Imaz Agirre (2019) with child learners. Besides, there is a lack of investigations examining the incorporation of LREs in the final output of oral and written tasks. In addition, previous studies have not controlled for either the different levels of accuracy that both task modalities demand as a consequence of their on-line and off-line nature or the opportunity for revising the output equally in both modalities. This paper compiles the findings from various studies conducted with the same cohorts of 5th and 6th primary school learners that have overcome the aforementioned methodological limitations, all of which will make possible a more comprehensive understanding of modality effects in terms of LRE production. In addition, it tackles the relationship between task-modality and variables such as the use of previously known languages, pair dynamics and pairing method (gender, proficiency and self-selection). Likewise, it adds to the scant research on young learners’ attitudes towards the tasks administered.

scholarly journals The interface between task-modality and the use of previously known languages in young CLIL English learners

2020 ◽  
Vol 10 (3) ◽  
pp. 473-500
Author(s):  
María Martínez-Adrián ◽  
Izaskun Arratibel-Irazusta
Keyword(s):  
English Learners ◽  
Cognitive Tools ◽  
Limited Effect ◽  
Young Learners ◽  
Construction Of Meaning ◽  
Oral Interaction ◽  
Task Modality ◽  
Writing Task ◽  
Speaking Task

This article contributes to the scarcity of research on the interface between task-modality and the use of previously known languages (PKL) in young learners. It examines the use of Basque/Spanish by CLIL learners (aged 10-11) during oral interaction while completing two collaborative tasks in English: a speaking task and a speaking + writing task. Findings indicate that these learners are extensive users of their PKL. Task-modality is particularly evident in the case of amount of PKL use, as a higher number of PKL turns are obtained in the speaking + writing task. However, task-modality has a limited effect on the functions of PKL, which contrasts with previous studies with adults. Despite the extensive use of their PKL, these young and low-proficient learners employ them as cognitive tools that facilitate the organization of the tasks, the co-construction of meaning and the attention to formal aspects of language such as mechanics.

scholarly journals Affective factors influencing fluent performance: French learners’ appraisals of second language speech tasks

2016 ◽  
Vol 21 (6) ◽  
pp. 699-716 ◽  
Author(s):  
Judit Kormos ◽  
Yvonne Préfontaine
Keyword(s):  
Second Language ◽  
Adult Learners ◽  
Native Speakers ◽  
Task Completion ◽  
Affective Factors ◽  
Task Motivation ◽  
Perceived Success ◽  
And Performance ◽  
Objectively Measured

The present mixed-methods study examined the role of learner appraisals of speech tasks in second language (L2) French fluency. Forty adult learners in a Canadian immersion program participated in the study that compared four sources of data: (1) objectively measured utterance fluency in participants’ performances of three narrative tasks differing in their conceptualization and formulation demands, (2) a questionnaire on their interest, task-related anxiety, task motivation, and perceived success in task-completion, (3) an interview in which they elaborated on their perceptions of the tasks, and (4) subjective ratings of their performances by three native speakers. Findings showed the cognitive demands of tasks were associated with learners’ affective responses to tasks as well as objective and subjective measures of fluency. Furthermore, task-related anxiety and perceived success in task completion were the most important affective factors associated with fluent task performance, whereas interest and task motivation were correlated with native speakers’ fluency ratings. These results are discussed in terms of how task design and implementation can contribute to enhanced task motivation and performance in the classroom.

Child EFL learners’ attitudes towards a collaborative writing task

2020 ◽  
Vol 2 (1) ◽  
pp. 52-72
Author(s):  
Asier Calzada ◽  
María del Pilar García Mayo
Keyword(s):  
Small Groups ◽  
Positive Attitude ◽  
Collaborative Writing ◽  
Learning Opportunities ◽  
Attitude Questionnaire ◽  
Efl Learners ◽  
Young Learners ◽  
L1 And L2 Writing ◽  
L1 And L2 ◽  
Writing Task

Abstract The way learners engage with tasks can crucially impact on learning opportunities and, therefore, more attention is now being devoted to task affect. This study examines the attitudes of an underresearched population, child EFL learners, towards a collaborative dictogloss task. Thirty-two Spanish EFL children (ages 11–12) completed the task in pairs and small groups at their school, and an attitude questionnaire one week after. Results show that learners had a positive attitude towards L1 and L2 writing, collaboration in the classroom, and the task itself, regardless of their grouping condition. Although these children did not mention in their responses any explicit grammar gains as a result of the task, they considered the blend of the written and oral mode and the opportunities for peer assistance to be beneficial. These results are encouraging for the promotion of collaborative writing tasks with young learners in communicative contexts.

Modality Effects: Do They Fall on Deaf Ears?

1989 ◽  
Vol 41 (2) ◽  
pp. 273-292 ◽  
Author(s):  
Randall W. Engle ◽  
Judy Cantor ◽  
Marilyn Turner
Keyword(s):  
Free Recall ◽  
Recall Task ◽  
Modality Effect ◽  
Acoustic Similarity ◽  
Acoustic Features ◽  
Free Recall Task ◽  
Phonological Coding ◽  
Modality Effects ◽  
Echoic Memory ◽  
Task Modality

The present study tests the assumption of the PAS theory of echoic memory (Greene & Crowder, 1984) that the representation of acoustic features is necessary in producing modality effects. Performance by deaf subjects was compared to hearing subjects on serial and free-recall tasks with vocalizing and non-vocalizing conditions. For the serial tasks, typical modality and acoustic similarity effects were observed with hearing subjects, and no such effects were found with deaf subjects. However, for the free-recall task, modality effects were found for both deaf and hearing subjects. It is unlikely that phonological coding resulting from gestural cues mediates the modality effect, as phonological confusion errors for deaf and hearing subjects did not correlate with the size of this effect.

scholarly journals Dictogloss or Processing Instruction: Which Works Better on EFL Learners’ Writing Accuracy?

2021 ◽  
pp. 263-277
Author(s):  
Yasaman Azmoon
Keyword(s):  
Teaching Writing ◽  
Elementary Level ◽  
Instructional Interventions ◽  
Approaches To Teaching ◽  
Processing Instruction ◽  
Focus On Form ◽  
Efl Learners ◽  
The Mean ◽  
Writing Accuracy ◽  
Writing Task

Although many investigations have been carried out into the consequence of applying different approaches to teaching writing, there is still a lack of the empirical comparing research into two influential focus-on-form methods of generating writing accuracy. This study is therefore significant as it is the very first study that compares the relative effects of the two instructional interventions of dictogloss and processing instruction on EFL learners’ writing accuracy. To achieve the abovementioned aim, 56 teenage Iranian participants with elementary level English were homogenized and selected out of 90 learners at a language school, using the results of a piloted sample Key English Test (KET). These participants were randomly divided into two experimental groups with 28 participants in each to practice in one group dictogloss tasks and in the other processing instruction tasks after a pretest. A picture sequence writing task was administered as a posttest at the end of the treatments to both groups. Finally the mean scores of both groups on the posttest were compared through an independent samples t-test. The result rejected the null hypothesis demonstrating that dictogloss could significantly motivate the participants who outperformed the processing instruction group regarding their writing accuracy.

Focus on learnable form in a communicative context

2002 ◽  
Vol 25 (1) ◽  
pp. 53-70 ◽  
Author(s):  
Bronwyn Dyson
Keyword(s):  
Adult Learners ◽  
Developmental Stages ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Focus On Form ◽  
Grammatical Form ◽  
Communicative Approach ◽  
Processability Theory ◽  
Communicative Context

Abstract In this article I present the concept of ‘focus on learnable form’ and show how it could be implemented in the classroom. ‘Focus on form’ research has produced increasing evidence that a form focus can improve the acquisition of the particular form while remaining compatible with the communicative approach. The learnability of grammatical form, a key issue in this research, has been addressed in some studies by identifying the emergence of the form. Since there are problems in relying on emergence, I argue for the adoption of Processability Theory (Pienemann, 1998) and specifically the construct of developmental stages. This framework enables teachers to predict the forms that would be beneficial to focus on and those that are developmentally too advanced for effective focus on form. Despite criticisms of ‘structural’ approaches to SLA research, Processability Theory has a lot to offer communicative language teaching. As I have found in teaching ESL to adolescent and adult learners, ‘focus on learnable form’ in a communicative context is achievable in the classroom and can be implemented as one component of a communicative curriculum by following three steps: assessing the learners, selecting a ‘learnable’ form and focusing on this learnable form in a communicative context.

Learning semantic and thematic vocabulary clusters through embedded instruction: effects on very young English learners’ vocabulary acquisition and retention

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Jennifer Ann McDonald ◽  
Barry Lee Reynolds
Keyword(s):  
Adult Learners ◽  
English Learners ◽  
Vocabulary Knowledge ◽  
Embedded Instruction ◽  
New Words ◽  
Young Learners ◽  
Teaching Technique ◽  
L2 Learners ◽  
Quasi Experimental ◽  
Within Subjects

Abstract Research has suggested an interference effect for words taught in semantic clusters due to the semantic links connecting the words. Thematic clustering of vocabulary is an alternative method of presenting new words to second language (L2) learners. However, what is known about the effects of semantic and thematic clustering has been uncovered through the recruitment of adult learners, with little research conducted with very young learners. Moreover, language textbooks and curriculums for very young learners continue to structure vocabulary semantically. Embedded instruction using storybook contexts has been suggested as a suitable context-based vocabulary teaching technique although knowledge of its effects is limited. To investigate this claim, a quasi-experimental within-subjects design was used to investigate whether embedded instruction could differentially affect very young L2 learners’ learning of new vocabulary taught in either semantic or thematic clusters (N = 38) compared to a control (N = 15). The findings suggest that embedded instruction is beneficial for very young L2 learners’ vocabulary learning regardless of the clustering type. Participants gained and retained over time considerable receptive and productive vocabulary knowledge for both semantic and thematic clustered words, indicating that embedding vocabulary in storybook contexts may reduce the potential for interference between target words in semantic clusters.

Give me a second chance

2021 ◽  
Vol 3 (2) ◽  
pp. 275-299
Author(s):  
Amparo Lázaro-Ibarrola ◽  
María Ángeles Hidalgo
Keyword(s):  
Adult Learners ◽  
Collaborative Writing ◽  
Collaborative Group ◽  
Task Repetition ◽  
Young Learners ◽  
Procedural Task ◽  
Different Content ◽  
Second Chance ◽  
Do So ◽  
And Task

Abstract Collaborative writing (CW) and task repetition have been claimed to aid language acquisition. Students produce better texts when writing with a peer and their drafts improve if they write the same composition twice (same task repetition, STR). However, little is known about young learners, about the effects of combining both constructs and, finally, about a more common type of repetition in language lessons: repeating the same procedure with different content (procedural task repetition, PTR). This study analyses the effects of CW (vs. individual writing) and of PTR (vs. STR). To do so, the writings of 59 Spanish young learners (aged 11) of English divided into four groups were analysed. Two of these groups (N = 9, N = 10) wrote a composition individually while two (N = 20, N = 20) wrote a composition in pairs. A week later, one individual (N = 9) and one collaborative group (N = 20) wrote the same composition again (STR) while the other individual (N = 10) and collaborative (N = 20) groups wrote a new composition following the same procedure (PTR). Unlike findings from adult learners, our students’ drafts show no differences that could be attributed to the collaboration. However, some improvements upon repetition were hinted at, with students in the STR group obtaining greater holistic rates.

Introduction

2021 ◽  
pp. 1-12
Author(s):  
Tobias Haug ◽  
Wolfgang Mann ◽  
Ute Knoch
Keyword(s):  
Adult Learners ◽  
Language Assessment ◽  
Spoken Language ◽  
Young Learners ◽  
Signed Language ◽  
Insight Into

The first part of this chapter provides an overview of how the idea of this edited volume on spoken and signed language assessment came about. The chapter also gives an insight into the different histories of spoken and signed language assessment and test research with their different backgrounds and contexts. It shows that very little interaction between signed and spoken language assessment communities exist so far. The second part of this chapter outlines the structure and the 12 themes that are addressed in this volume. While themes 1–6 focus one the assessment of young learners, the themes 7–12 focus on the assessment of adult learners....

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