scholarly journals Noticing and Learning: Relationship Patterns

2013 ◽  
Vol 1 (1) ◽  
pp. 8
Author(s):  
Eva Kartchava ◽  
Ahlem Ammar

The goal of this study was to empirically investigate the noticeability of three corrective feedback (CF)<br />techniques (recasts, prompts, and a mixture of the two) and to determine whether such noticing predicts<br />second language (L2) development. Four groups of high-beginner college level francophone ESL<br />learners (n = 99) and their teachers participated. Each teacher was assigned to a treatment condition<br />that fit his CF style, and each provided feedback in response to errors with past tense and questions in<br />the past. While the noticing of CF was assessed through immediate recall, learning was measured with<br />picture description and spot-the-differences tasks. Inferential and qualitative analyses of noticing and<br />learning revealed varied conclusions. Statistically, a minimal relationship between noticing and past<br />tense scores was found. However, qualitatively, noticing appeared to predict gains on both targets for<br />some learners, but did not prove to be a universal prerequisite for learning.

Author(s):  
Seyed Saber Alavi ◽  
Thomas Chow Voon Foo ◽  
Mansour Amini

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.


2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Jinshi Shao ◽  
Yongcan Liu

AbstractThis article reports on a mixed methods study that investigated the extent to which written corrective feedback (WCF) contributes to L2 learners’ acquisition of regular past tense in English and the cognitive processes that underpin the corrective feedback provided. The study adopted a pretest-posttest-delayed posttest design and involved 113 intermediate-level Chinese learners of English who were assigned to four conditions: indirect WCF, direct WCF, metalinguistic WCF, and control. A picture description task and a grammaticality judgement test were used to measure gains in the target structure. To explore how learners process feedback, nine learners, three from each treatment group, were selected to produce think aloud protocols. The study found that all three types of WCF had a positive effect on the picture description task, though none of them had a clear impact on the grammaticality judgement test. In addition, indirect WCF was found to have an advantage over direct and metalinguistic WCF on the delayed posttest, when compared to the control group. Think aloud data suggested that indirect WCF induced deeper cognitive processes than the other two kinds of feedback, which may account for the superiority of indirect WCF.


2018 ◽  
Vol 21 ◽  
Author(s):  
Alberto Domínguez ◽  
Cristina Izura ◽  
Ana Cecilia Medina

AbstractThis study investigates gender differences in children’s linguistic development of Spanish past tense verbs. Two groups of 30 children, each consisting of 15 girls and 15 boys, were studied: Preschool children (5 years old) and 1st grade (7 years old). Participants carried out an elicitation task where a verbal change from present to past tense was required. Frequency and regularity variables were introduced as experimental factors to study differences between gender and age. The results showed that morphological rules were more successfully applied in 1st grade than in preschool children. Youngest participants showed a greatest influence of lexical variables, such as verb frequency and produced more omission and repetition errors. Gender differences only appeared in the oldest children, with girls being more affected by verb frequency and regularity. Girls also demonstrated a broader vocabulary than boys as shown by the qualitative analyses.


Author(s):  
Mengxia Fu ◽  
Shaofeng Li

Abstract This article reports on a study exploring the differential effects of immediate and delayed corrective feedback (CF) on the acquisition of the English past tense. One hundred and forty-five seventh-grade EFL learners were assigned to four groups: Immediate CF, Delayed CF, Task Only, and Control. Each experimental group performed six focused communicative tasks, two each in three treatment sessions, eliciting the use of the English past tense. The Immediate CF group received feedback on their erroneous use of the target structure in the first session, the Delayed CF group received feedback in the final session, and the Task Only group performed the communicative tasks without receiving any feedback. The Control group only took the achievement tests. The effects of the feedback treatments were measured through an untimed grammaticality judgment test and an elicited imitation test. Mixed-effects analyses examining the influence of both fixed and random factors demonstrated that immediate CF was more facilitative of L2 development than delayed CF. The results suggest the importance of addressing linguistic errors before they are proceduralized in the interlanguage.


Author(s):  
Tatjana Grujić ◽  

In second language acquisition (SLA) transfer is predominantly explored as either positive or negative influence of learners’ first language (L1) on their second/foreign language (L2) performance. Studies in this field serve not only to describe the learner’s interlanguage, but also to inform, improve and refine foreign language teaching. However, the scope of SLA studies is such that it leaves the other transfer direction under-researched (L2 to L1), assuming that once the learner’s L1 system has fully developed, their L1 competence will not be subject to change. More recent studies of adult bilinguals have shown a bidirectional interaction between the two linguistic systems: not only does L1 influence L2, but L2 influences L1 as well. In this study, conducted among adult students of English (B2 to C1 level language users, according to CEFR), we examine the influence of English as a foreign language upon Serbian as a native tongue in terms of tense transfer. More precisely, the study explores how the subjects interpret and translate the secondary meanings of the English past tense. The basic meaning of the past tense is to locate an event (or state) in the past. However, in its secondary meanings (backshift past in reported clauses, counterfactual present in adverbial clauses of condition and ‘past subjunctive’ when expressing wishes and regrets) it does not refer to the past time. The error analysis of students’ English to Serbian translations provides evidence of L2 influence: learners tend to use the Serbian past rather than the present tense in their translations. Pedagogical implications of this study of misuse of L1 tense include focusing on explicit corrective feedback and polishing instructional materials.


2010 ◽  
Vol 1 ◽  
pp. 167-192
Author(s):  
Lea Sawicki

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.  


2020 ◽  
Vol 4 (1) ◽  
pp. 3-48
Author(s):  
Takehiro Iizuka ◽  
Kimi Nakatsukasa

This exploratory study examined the impact of implicit and explicit oral corrective feedback (CF) on the development of implicit and explicit knowledge of Japanese locative particles (activity de, movement ni and location ni) for those who directly received CF and those who observed CF in the classroom. Thirty-six college students in a beginning Japanese language course received either recast (implicit), metalinguistic (explicit) or no feedback during an information-gap picture description activity, and completed a timed picture description test (implicit knowledge) and an untimed grammaticality judgement test (explicit knowledge) in a pre-test, immediate post-test and delayed post-test. The results showed that overall there was no significant difference between CF types, and that CF benefited direct and indirect recipients similarly. Potential factors that might influence the effectiveness of CF, such as instructional settings, complexity of target structures and pedagogy styles, are discussed.


Author(s):  
З.И. Годизова ◽  
Д.В. Габисова

Актуальность предпринятого исследования обусловлена тем, что причастие в современном осетинском языке не привлекало активного внимания ученых, имеются лишь общие описания причастий, а специальные исследования, посвященные причастиям, практически отсутствуют. Представляется интересным и актуальным сравнение системы причастий и их грамматических особенностей в осетинском и русском языках. Этот интерес обусловлен принадлежностью сопоставляемых языков к общей индоевропейской семье языков, а также тесным их взаимодействием в условиях двуязычия, что, очевидно, может отразиться и на системе причастий. Научная новизна данной статьи заключается в том, что в ней исследуются грамматические особенности всех разрядов причастий в осетинском языке в сопоставлении с русским языком. На основании проведенного анализа установлено, что в современном осетинском языке система причастий включает пять разрядов, разнообразных в своих грамматических проявлениях, в степени регулярности, в склонности переходить в состав других частей речи. Выявлены наиболее значительные отличия осетинских причастий от русских: существование причастий будущего времени в системе осетинского языка, отсутствие у причастий показателей времени и залога, а также именных грамматических категорий (падежа, числа, рода). Установлено также, что в осетинском языке категория вида в большей степени управляет категорией времени, в силу чего несовершенный вид причастий предполагает только настоящее время, а совершенный только прошедшее отсутствует четкая залоговая оппозиция причастий в осетинском языке. Определено также, что осетинские причастия не имеют членных (полных) форм, но функционируют в роли и сказуемого, и определения, хотя в большей степени тяготеют к предикативной роли. В осетинском языке причастия гораздо менее употребительны сравнительно с причастиями в русском языке и чаще вступают в отношения грамматической омонимии с другими частями речи. The relevance of the undertaken study is determined by the fact that participles in the modern Ossetian language are still insufficiently studied. There are only the most general descriptions of grammar features of participles. The comparison of the system of participles and their grammar features seems interesting and actual, especially considering the fact that the Ossetian and Russian languages belong to different groups of the Indo-European language family. Furthermore, in the context of bilingualism the Russian and Ossetian languages interact actively and that can affect the system of participles. The scientific novelty of the article is determined by the fact that it examines the grammatical features of all categories of participles in the Ossetian language in comparison with the Russian language. The conducted research allowed to elicit five categories in the system of participles in the modern Ossetian language. The analysis of the results showed the participles are diverse in their grammatical characteristics, in the degree of regularity, and in the tendency to transition into other parts of speech. The research defined the most significant differences between Ossetian and Russian participles: existence of future participles in the system of the Ossetian language absence of adjectival grammar categories of gender, number and case as well as formal markers of tense and voice in Ossetian participles. The tense category in Ossetian subordinates to the aspect category to a far greater extent therefore the imperfective aspect of participles accepts the present tense forms only, while perfective acts in the past tense forms Ossetian participles lack explicit voice opposition. Ossetian participles do not have full forms, but they can have syntactic functions of both the predicate and the attribute in a sentence, although the predicative function is more typical for them. Participles in the Ossetian language are much less common compared to participles in Russian and are more disposed to conversion (transition to the category of nouns, verbal adverbs, adjectives, words of the state category).


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