| 1 |
Development of English question formation in the EFL context of China: recasts or prompts?
|
|
|
|
BASE
|
|
Show details
|
|
|
| 2 |
The role of recasts and negotiated prompts in an FL learning context in China with non-English major university students
|
|
|
|
BASE
|
|
Show details
|
|
|
| 5 |
Assessing writing ability in a foreign language at secondary school: variation in performance on a communicative writing task
|
|
|
|
BASE
|
|
Show details
|
|
|
| 7 |
Talking, tuning in and noticing: Exploring the benefits of output in task-based peer interaction
|
|
|
|
Abstract:
This study examines whether the process of interacting in a second language, versus observing others interact, may differentially affect learner's awareness of language. This study involved 26 university students of intermediate-level French. Two experimental groups, Interactors and Observers, engaged in three sessions of dyadic task-based interaction. The tasks elicited use of noun-adjective agreement and the passé composé. Although the Interactors provided little feedback to one another, subsequent stimulated recall interviews suggest differences between groups as to what they were thinking about during interaction, with Interactors paying more attention to language form. The results suggest that active language production itself (rather than passive observation) pushes learners to think about how to express meaning in the target language, and to draw upon explicit knowledge of the language. The findings contribute to understanding roles of output in second language learning.
|
|
Keyword:
1203 Design Practice and Management; 3304 Education; 3310 Linguistics and Language; Foreign language pedagogy; Interaction; Noticing; Output
|
|
URL: https://espace.library.uq.edu.au/view/UQ:318276
|
|
BASE
|
|
Hide details
|
|
|
| 8 |
Cross-linguistic influence as a factor in the written and oral production of school age learners of Japanese in Australia
|
|
|
|
BASE
|
|
Show details
|
|
|
|
|
