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Strategic planning, recasts, noticin...

Hama, Mika.

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Strategic planning, recasts, noticing, and L2 development.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Strategic planning, recasts, noticing, and L2 development./
Author:	Hama, Mika.
Description:	271 p.
Notes:	Source: Dissertation Abstracts International, Volume: 74-05(E), Section: A.
Contained By:	Dissertation Abstracts International74-05A(E).
Subject:	Language, Linguistics. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3547755
ISBN:	9781267828323

Strategic planning, recasts, noticing, and L2 development.
Hama, Mika.

Strategic planning, recasts, noticing, and L2 development. - 271 p.

Source: Dissertation Abstracts International, Volume: 74-05(E), Section: A.

Thesis (Ph.D.)--Georgetown University, 2012.

Since the mid-1990s, the link between recasts and L2 development has been extensively tested, and the results from those studies have largely demonstrated that recasts have a positive effect on L2 learning. With this firm support from previous empirical evidence, studies have begun to focus on how recasts assist learning and under what conditions they are more likely to bring about SLA. Among several factors, recent studies indicated that task variables may affect the extent to which learners might benefit from recasts. In order to extend this line of research, this dissertation examined whether a specific task variable, strategic planning (pre-task planning), helps with L2 development and whether it has an effect on noticing of target forms.

ISBN: 9781267828323Subjects--Topical Terms:

1018079
Language, Linguistics.

Strategic planning, recasts, noticing, and L2 development.
LDR:02892nam a2200313 4500 001 1964388
005 20141010092023.5
008 150210s2012 ||||||||||||||||| ||eng d
020 $a 9781267828323
035 $a (MiAaPQ)AAI3547755
035 $a AAI3547755
040 $a MiAaPQ $c MiAaPQ
100 1 $a Hama, Mika. $3 2100829
245 1 0 $a Strategic planning, recasts, noticing, and L2 development.
300 $a 271 p.
500 $a Source: Dissertation Abstracts International, Volume: 74-05(E), Section: A.
500 $a Adviser: Alison Mackey.
502 $a Thesis (Ph.D.)--Georgetown University, 2012.
520 $a Since the mid-1990s, the link between recasts and L2 development has been extensively tested, and the results from those studies have largely demonstrated that recasts have a positive effect on L2 learning. With this firm support from previous empirical evidence, studies have begun to focus on how recasts assist learning and under what conditions they are more likely to bring about SLA. Among several factors, recent studies indicated that task variables may affect the extent to which learners might benefit from recasts. In order to extend this line of research, this dissertation examined whether a specific task variable, strategic planning (pre-task planning), helps with L2 development and whether it has an effect on noticing of target forms.
520 $a The participants were 50 university students learning Japanese and randomly divided into two groups: Planning Group and No Planning Group. Each of those groups was further divided into two smaller groups: either a group that completed three immediate posttests or one that participated in an immediate stimulated recall interview. All participants received recasts on Japanese pragmatic rules associated with Japanese give verbs during treatment task interactions. L2 development was measured by immediate posttests. Participants' awareness was gauged using three introspective measures: think-aloud protocols, stimulated recall interviews, and an exit questionnaire.
520 $a The results showed that the No Planning Group was more accurate than the Planning Group across all immediate posttests, and the difference was statistically significant for one of the posttests. Regarding awareness, however, no difference was found between the two groups. The results are discussed using 1) participants' comments from the think-alouds, stimulated recalls, and exit questionnaires and 2) participants' perceptions of task difficulty ratings. This study also addressed learners' thought processes during task performance to shed light on the results.
590 $a School code: 0076.
650 4 $a Language, Linguistics. $3 1018079
650 4 $a Education, Foreign Language. $3 1064562
650 4 $a Language, General. $3 1018089
690 $a 0290
690 $a 0444
690 $a 0679
710 2 $a Georgetown University. $b Linguistics. $3 1026493
773 0 $t Dissertation Abstracts International $g 74-05A(E).
790 $a 0076
791 $a Ph.D.
792 $a 2012
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3547755