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Learners' noticing of their own seco...

Aline, David Paul.

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Learners' noticing of their own second language output and its effects on subsequent task performance by Japanese learners of English as a foreign language.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Learners' noticing of their own second language output and its effects on subsequent task performance by Japanese learners of English as a foreign language./
作者:	Aline, David Paul.
面頁冊數:	237 p.
附註:	Source: Dissertation Abstracts International, Volume: 60-07, Section: A, page: 2412.
Contained By:	Dissertation Abstracts International60-07A.
標題:	Education, Language and Literature. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9938718
ISBN:	0599400145

Learners' noticing of their own second language output and its effects on subsequent task performance by Japanese learners of English as a foreign language.
Aline, David Paul.

Learners' noticing of their own second language output and its effects on subsequent task performance by Japanese learners of English as a foreign language. - 237 p.

Source: Dissertation Abstracts International, Volume: 60-07, Section: A, page: 2412.

Thesis (Ed.D.)--Temple University, 1999.

The present study reports on a quasi-experimental classroom study which examined the effects of focusing Japanese second-language learners of English on their own output through the use of transcripts of their discussion task production. This study contributes to research in five areas: (a) The role of output in instructed second language acquisition; (b) the differential effects of processing input for grammar or meaning, or both simultaneously; (c) the effects of learning under different conditions of exposure to input; (d) the role of attention and consciousness of form during second language learning; and (e) the measurement of interlanguage change along the dimensions of accuracy, fluency, and complexity.

ISBN: 0599400145Subjects--Topical Terms:

1018115
Education, Language and Literature.

Learners' noticing of their own second language output and its effects on subsequent task performance by Japanese learners of English as a foreign language.
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245 1 0 $a Learners' noticing of their own second language output and its effects on subsequent task performance by Japanese learners of English as a foreign language.
300 $a 237 p.
500 $a Source: Dissertation Abstracts International, Volume: 60-07, Section: A, page: 2412.
500 $a Major Adviser: Peter Robinson.
502 $a Thesis (Ed.D.)--Temple University, 1999.
520 $a The present study reports on a quasi-experimental classroom study which examined the effects of focusing Japanese second-language learners of English on their own output through the use of transcripts of their discussion task production. This study contributes to research in five areas: (a) The role of output in instructed second language acquisition; (b) the differential effects of processing input for grammar or meaning, or both simultaneously; (c) the effects of learning under different conditions of exposure to input; (d) the role of attention and consciousness of form during second language learning; and (e) the measurement of interlanguage change along the dimensions of accuracy, fluency, and complexity.
520 $a The study took place within a task-based language learning classroom. Transcripts were analyzed by the students in one of three treatment conditions: Noticing Form (group correction of grammatical errors noted by the instructor); Noticing Meaning (group clarification of unclear production); Noticing Enhancement (group clarification of unclear production with enhancement of researcher-corrected grammatical errors). A control group receiving none of the above treatments was included.
520 $a The results show no statistically significant differences between the groups' performance from a discussion task after the treatment on measures of grammatical accuracy, syntactic complexity, and fluency. Raw scores showed only small differences between the groups.
520 $a Comparisons of the gain scores of the measures and the participants' reported awareness of their performance on a questionnaire showed a significant negative relationship between gains in accuracy and reported awareness of the clarity of production. This effect is explained within an information-processing theory of language use in which speakers have a limited capacity for processing language and, therefore, will decline in accuracy as they focus on meaning, or vice versa.
520 $a The results of this study suggest that a metalinguistic focus by the learner on their own output may have limited effects on subsequent task production---in the short term---but that whatever changes in production occur depend on the learners' awareness of and attention to their output.
590 $a School code: 0225.
650 4 $a Education, Language and Literature. $3 1018115
650 4 $a Language, Linguistics. $3 1018079
650 4 $a Language, General. $3 1018089
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710 2 0 $a Temple University. $3 959342
773 0 $t Dissertation Abstracts International $g 60-07A.
790 1 0 $a Robinson, Peter, $e advisor
790 $a 0225
791 $a Ed.D.
792 $a 1999
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9938718