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Learner-generated noticing of L2 inp...

Park, Eun Sung.

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Learner-generated noticing of L2 input: An exploratory study.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Learner-generated noticing of L2 input: An exploratory study./
作者:	Park, Eun Sung.
面頁冊數:	219 p.
附註:	Adviser: ZhaoHong Han.
Contained By:	Dissertation Abstracts International68-06A.
標題:	Education, Language and Literature. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3269102
ISBN:	9780549084143

Learner-generated noticing of L2 input: An exploratory study.
Park, Eun Sung.

Learner-generated noticing of L2 input: An exploratory study. - 219 p.

Adviser: ZhaoHong Han.

Thesis (Ed.D.)--Teachers College, Columbia University, 2007.

This dissertation explores what learners are prone to notice in the second language (L2) input when left to their own devices. The research is motivated by previous studies on input enhancement which suggest that learners are able to notice certain aspects of input on their own without any external means to direct the focus of their attention (i.e., learner-generated noticing).

ISBN: 9780549084143Subjects--Topical Terms:

1018115
Education, Language and Literature.

Learner-generated noticing of L2 input: An exploratory study.
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100 1 $a Park, Eun Sung. $3 997977
245 1 0 $a Learner-generated noticing of L2 input: An exploratory study.
300 $a 219 p.
500 $a Adviser: ZhaoHong Han.
500 $a Source: Dissertation Abstracts International, Volume: 68-06, Section: A, page: 2368.
502 $a Thesis (Ed.D.)--Teachers College, Columbia University, 2007.
520 $a This dissertation explores what learners are prone to notice in the second language (L2) input when left to their own devices. The research is motivated by previous studies on input enhancement which suggest that learners are able to notice certain aspects of input on their own without any external means to direct the focus of their attention (i.e., learner-generated noticing).
520 $a Drawing on insights that learner noticing is largely mediated by factors that are internal to the learner, this study specifically examined the role of two factors---learners' knowledge of their first language (L1) and their existing knowledge of the L2. Two L1 groups were subjected to four tasks under two conditions: (a) the zero-knowledge condition, and (b) the some-knowledge condition. Sixty L1-Japanese and L1-English speakers who had no knowledge of the L2 (i.e., Korean) were exposed to written L2 input and were probed for the contents of their noticing via four tasks: input marking, learner-generated questions, immediate retrospective questionnaire, and stimulated recall.
520 $a The results revealed that when devoid of L2 knowledge, both L1 groups exhibited similar noticing patterns, prompted largely by perceptual properties in the input. When equipped with some L2 knowledge, however, the two groups exhibited divergent noticing behavior, with the Japanese group focusing more on "meaning" and the English group focusing more on "form" or the formal properties of the L2. The results therefore suggest that learners' L2 knowledge interacts with their L1 knowledge, which leads to different patterns of noticing, especially under the some-knowledge condition.
520 $a The findings from the present study lend support to the current view that learner noticing is contingent upon their existing knowledge (or lack thereof) of the L2, and suggest that learners whose L1 is typologically close to the L2 may be in a more advantageous position to notice and process input, especially when they have some emerging knowledge of the L2.
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791 $a Ed.D.
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