On bilinguals’ development of metalinguistic awareness and its transfer to L3 learning: The role of language characteristics

2016 ◽  
Vol 22 (3) ◽  
pp. 330-349 ◽  
Author(s):  
Kuan-Jung Huang
Keyword(s):  
Error Detection ◽  
Metalinguistic Awareness ◽  
Inflectional Morphology ◽  
Nonverbal Intelligence ◽  
Bilingual Advantage ◽  
Error Detection And Correction ◽  
Southern Min ◽  
Language Characteristics ◽  
The Impact

Aims: With language characteristics shown to be a factor mediating bilinguals’ metalinguistic awareness, the present study attempts to give a clearer picture of the impact of language characteristics, avoiding confounds such as exposure opportunities and language experiences, which previous studies with comparisons made between monolinguals and bilinguals were subject to. Design: Two groups of bilinguals speaking the same first language (L1) but different second languages (L2s) were tested for their performance on a morphosyntactic awareness task. Other confounds (L1 proficiency and nonverbal intelligence) were statistically controlled. Data and Analysis: After five outliers were deleted, data from 22 Chinese–English bilinguals and 20 Chinese–Southern Min bilinguals were analyzed, by mainly using analyses of covariance. Findings: The results showed that, with nonverbal intelligence and Chinese proficiency controlled for, Chinese–English bilinguals scored significantly higher than their counterparts only on the past tense suffix task, one tested feature in which Chinese and English differ but which both Chinese and Southern Min lack. They did not, however, differ on the other contrasting feature, present suffix, probably due to its inconsistent presence in English. The two groups showed no difference on subject–object–verb and inflectional negation features that both their L1s and L2s lack. Originality: Unlike the metalinguistic awareness measure (grammatical error detection and correction) commonly used in previous studies, our task was adapted into a version using an unlearned third language (L3) (Japanese), which could reflect children’s cross-language transfer of metalinguistic knowledge. Besides, our metamorphological awareness measure was focused on inflectional morphology, whose influence on the bilingual advantage should be important but has yet received scant attention in the earlier literature. Significance: The overall results cross-validated the important role of language characteristics in bilinguals’ development of metalinguistic awareness and suggested that the metamorphological awareness is likely to facilitate bilinguals’ learning of an L3.

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.

scholarly journals Assessing the Impact of Incremental Error Detection and Correction. A Case Study on the Italian Universal Dependency Treebank

2018 ◽  
Author(s):  
Chiara Alzetta ◽  
Felice Dell’Orletta ◽  
Simonetta Montemagni ◽  
Maria Simi ◽  
Giulia Venturi
Keyword(s):  
Error Detection ◽  
Error Detection And Correction ◽  
The Impact

scholarly journals The role of extensive recasts in error detection and correction by adult ESL students

2016 ◽  
Vol 6 (1) ◽  
pp. 19-41 ◽  
Author(s):  
Laura Hawkes ◽  
Hossein Nassaji
Keyword(s):  
Reaction Time ◽  
Error Detection ◽  
Statistical Significance ◽  
Communicative Interaction ◽  
Adult Esl ◽  
Error Detection And Correction ◽  
Original Definition ◽  
Written Test ◽  
Definition Of

Most of the laboratory studies on recasts have examined the role of intensive recasts provided repeatedly on the same target structure. This is different from the original definition of recasts as the reformulation of learner errors as they occur naturally and spontaneously in the course of communicative interaction. Using a within-group research design and a new testing methodology (video-based stimulated correction posttest), this laboratory study examined whether extensive and spontaneous recasts provided during small-group work were beneficial to adult L2 learners. Participants were 26 ESL learners, who were divided into seven small groups (3-5 students per group), and each group participated in an oral activity with a teacher. During the activity, the students received incidental and extensive recasts to half of their errors; the other half of their errors received no feedback. Students’ ability to detect and correct their errors in the three types of episodes was assessed using two types of tests: a stimulated correction test (a video-based computer test) and a written test. Students’ reaction time on the error detection portion of the stimulated correction task was also measured. The results showed that students were able to detect more errors in error+recast (error followed by the provision of a recast) episodes than in error-recast (error and no recast provided) episodes (though this difference did not reach statistical significance). They were also able to successfully and partially successfully correct more errors in error+recast episodes than in error-recast episodes, and this difference was statistically significant on the written test. The reaction time results also point towards a benefit from recasts, as students were able to complete the task (slightly) more quickly for error+recast episodes than for error-recast episodes.

Intergroup Threat and Outgroup Attitudes

2013 ◽  
Vol 44 (5) ◽  
pp. 311-319 ◽  
Author(s):  
Marco Brambilla ◽  
David A. Butz
Keyword(s):  
Gay Men ◽  
Social Group ◽  
Welfare Recipients ◽  
Intergroup Attitudes ◽  
Social Policies ◽  
Intergroup Threat ◽  
Economic Threat ◽  
The Impact ◽  
General Climate

Two studies examined the impact of macrolevel symbolic threat on intergroup attitudes. In Study 1 (N = 71), participants exposed to a macrosymbolic threat (vs. nonsymbolic threat and neutral topic) reported less support toward social policies concerning gay men, an outgroup whose stereotypes implies a threat to values, but not toward welfare recipients, a social group whose stereotypes do not imply a threat to values. Study 2 (N = 78) showed that, whereas macrolevel symbolic threat led to less favorable attitudes toward gay men, macroeconomic threat led to less favorable attitudes toward Asians, an outgroup whose stereotypes imply an economic threat. These findings are discussed in terms of their implications for understanding the role of a general climate of threat in shaping intergroup attitudes.

Sign in / Sign up

Export Citation Format

Share Document