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The Culture Beyond the Content: Does an “Overcoming Testimony” Empower Effective Urban Mathematics Teachers to Reach their Students?
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Rethinking analogical reasoning: The power of stimuli and task framework in understanding biomedical science, technological advancements, and social interactions
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From Academic English to School Discourses: Reconceptualizing Academic Language
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| 5 |
The Association Between Parental Executive Function and Children’s Language Skills at 18 Months
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| 6 |
Invisible Identities: The Selective Racialization of Iranian Students
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| 7 |
THE EXPERIENCES OF KOREAN IMMIGRANT PARENTS OF CHILDREN WITH SPECIAL NEEDS IN THE AMERICAN SPECIAL EDUCATION SYSTEM
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| 8 |
De Facto Bilingual Education: The Role of Home Language Support in the Academic Achievement of Dual Language Learners
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| 9 |
AN EVALUATION OF YOUTH MENTAL HEALTH FIRST AID TRAINING FOR AMERICORPS CLASSROOM EDUCATORS
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| 10 |
CROSS-LINGUISTIC DIFFERENCES IN THE LEARNING OF INFLECTIONAL MORPHOLOGY: EFFECTS OF TARGET LANGUAGE PARADIGM COMPLEXITY
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| 11 |
How Pre-K Teachers Support the Language and Literacy Development of Young Dual Language Learners: A Multi-Case Study of Four Exemplary Teachers
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| 12 |
"We just learned from each other": ESOL pre-service teachers learning to use digital tools across coursework and student teaching
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| 13 |
Bilingual in a Monolingual District: Stakeholder Perspectives on Equitable Access to Dual Language Programs
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| 14 |
I Think I Can, I Think I Can: Exploring Predictors of College Student Resilience & Hope
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| 15 |
Points of Learning Instead of States of Being: Reimagining the Role of Emotions in Teacher Development through Compassionate and Developmental Supports
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| 16 |
AN ANALYSIS OF CODE SWITCHING EVENTS IN TYPICALLY DEVELOPING SPANISH-ENGLISH BILINGUAL CHILDREN
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| 17 |
EFFECTS OF DIFFERENT TYPES OF AUDITORY INPUT ON INCIDENTAL VOCABULARY LEARNING BY L2 JAPANESE SPEAKERS
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Abstract:
Research on advanced L2 adult learners and viable classroom instruction for them has become increasingly important along with increasing global connections. This study investigated the effects of different kinds of spoken input modification on listening comprehension and incidental vocabulary learning by 106 advanced Chinese speakers of Japanese in Japan. The participants were randomly assigned to four types of input (genuine, simplified, elaborated, modified elaborated) used in four short academic talks by Japanese professionals. Each talk contained eight low-frequency nouns, each appearing three times. Learning outcomes were assessed using three different measures: form-recognition, meaning recognition with contextual information, and meaning recognition via L2 definitions. Participants responded to three types of comprehension questions (replication, synthesis, inference) while listening to the talks. Scores from an online proficiency test and two working memory (WM) tasks served as moderator variables.Results showed that elaborated input was the most effective of the four types for both comprehension and incidental vocabulary learning. Results also showed that modified elaborated input, a novel input modification type that contained the same elaboration but with shorter sentences, was more effective when higher WM was available. In contrast, elaborated input was least influenced by WM capacities. Regarding the relationships between input modification and type of comprehension questions, modified elaborated input had a marginally significant effect on replication items. For synthesis and inference items, statistically significant effects for input type were not found, contradicting previous results in the literature. Proficiency showed significant effects on all tests, whereas WM showed interaction effects with simplified and modified elaborated input. In light of these findings, the study concludes that (a) elaborated input is more beneficial for advanced L2 learners than genuine input regardless of WM, (b) modified elaborated input with short sentences requires WM, (c) input elaboration is more effective than input enhancement for incidental vocabulary learning for both form and meaning recognition, and (d) enhanced incidental vocabulary conditions using greater input elaboration are likely to provide L2 learners with better input and opportunities to learn more lexical items incidentally.
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Keyword:
Elaborated input; English as a second language; Foreign language education; Incidental vocabulary learning; Input modification; Japanese; Linguistics; listening comprehension; Working memory
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URL: http://hdl.handle.net/1903/27214
https://doi.org/10.13016/ysgz-llip
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| 18 |
Exploring the Use of Cognitive Apprenticeship for Teachers and Students in Science Classrooms
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| 19 |
CULTURAL RESPONSIVENESS IN THE CONTEXT OF A LARGE URBAN SCHOOL DISTRICT: AN ANALYSIS OF MATH & ELA TEACHER PERCEPTIONS OF CULTURALLY RESPONSIVE PRACTICES IN TEACHING LATINA/O ELLs
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| 20 |
Environmental Advocacy Messages: Relationships Between the Messages that Constituents Send to Decision Makers and Organizational Engagement
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