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Integration neu zugewanderter Kinder und Jugendlicher ohne Deutschkenntnisse. Möglichkeiten, Herausforderungen und Perspektiven
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In: Münster; New York : Waxmann 2016, 70 S. (2016)
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Navigating Collaboration: A Multimodal Analysis of Turn-Taking in Co-teaching ...
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The Lived Experiences of Christian Missionaries Who Need to Learn a Foreign Language to Fulfill a Call to Serve in Immersed Settings: A Phenomenological Study
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In: Doctoral Dissertations and Projects (2016)
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The acquisition of bare nominals by three populations of Spanish-English bilingual adults
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In: Open Access Dissertations (2016)
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THE ROLE OF RULES, EXAMPLES AND INDIVIDUAL DIFFERENCES IN THE ACQUISITION OF DECLARATIVE AND PROCEDURAL SECOND LANGUAGE KNOWLEDGE
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Gestures as Mimetic Forms of Identity in Post-Secondary Italian as a Foreign Language Classrooms: A Sociocultural Perspective
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In: UNLV Theses, Dissertations, Professional Papers, and Capstones (2015)
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Supporting dual language learners, exploring large group and shared reading experiences
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Deconstructing the Concept of ‘Incidental’ L2 Vocabulary Learning
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In: Working Papers in Applied Linguistics and TESOL, Vol 14, Iss 2, Pp 21-37 (2015) (2015)
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Investigating Second Language Reading Components:Reading for Different Types of Meaning
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In: Working Papers in Applied Linguistics and TESOL, Vol 9, Iss 2, Pp 1-28 (2015) (2015)
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Another Look at Norris and Ortega (2000)
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In: Working Papers in Applied Linguistics and TESOL, Vol 10, Iss 1, Pp 15-38 (2015) (2015)
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Child Second Language Acquisition: What Do We Know?
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In: Working Papers in Applied Linguistics and TESOL, Vol 12, Iss 1, Pp 18-34 (2015) (2015)
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The Role of Metalinguistic Awareness in Multilingual Acquisition
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In: Working Papers in Applied Linguistics and TESOL, Vol 13, Iss 2, Pp 57-59 (2015) (2015)
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Diagnostic Second Language Assessment in the Classroom
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In: Working Papers in Applied Linguistics and TESOL, Vol 11, Iss 1, Pp 57-58 (2015) (2015)
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The Visual Elements of Computer-based Language Assessment: Aspects and Effects
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In: Working Papers in Applied Linguistics and TESOL, Vol 12, Iss 2, Pp 46-47 (2015) (2015)
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The Application of Natural Language Processing and Automated Scoring in Second Language Assessment
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In: Working Papers in Applied Linguistics and TESOL, Vol 12, Iss 1, Pp 38-40 (2015) (2015)
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Learning-Oriented Assessment in Large-Scale Testing
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In: Working Papers in Applied Linguistics and TESOL, Vol 14, Iss 2, Pp 56-58 (2015) (2015)
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Identity and Communities of Practice in Foreign Language Learning Contexts
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In: Working Papers in Applied Linguistics and TESOL, Vol 12, Iss 2, Pp 133-162 (2015) (2015)
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Conversation Analysis and Second Language Pedagogy: A Guide for ESL/EFL Teachers
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In: Working Papers in Applied Linguistics and TESOL, Vol 11, Iss 1, Pp 61-71 (2015) (2015)
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Talmy’s Dichotomous Typology and Japanese Lexicalization Patterns of Motion Events
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In: Working Papers in Applied Linguistics and TESOL, Vol 11, Iss 1, Pp 29-47 (2015) (2015)
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The Effect of Output Processing on Subsequent Input Processing: A Free Recall Study
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In: Working Papers in Applied Linguistics and TESOL, Vol 9, Iss 1, Pp 1-17 (2015) (2015)
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Abstract:
There is now growing evidence that output promotes second language acquisition. Recently, interest has been shown in examining (a) the effect of output processing on subsequent input processing, and (b) what factors mediate that effect. An experiment was conducted for two proficiency levels of Japanese learners of English under two conditions (output and non-output). First, participants in the output condition wrote a story in English based on four cartoon pictures (output task processing). Second, participants in both conditions read a model story describing the four cartoon pictures (subsequent input processing). Third, both sets of participants were asked, without any advance notice, to recall what they had read (written free recall test). Performance on the written free recall test suggests that (a) output tasks facilitated subsequent input processing, and (b) complex relationships existed among L2 proficiency levels, experiment conditions, and linguistic domains during subsequent input processing. These findings are discussed with reference to second language acquisition research. Implications for pedagogical practice are also considered.
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Keyword:
Applied linguistics; Education; English language; Foreign speakers; Japanese speakers; Language acquisition; P118-118.7; PE1-3729; Psychology; Recollection; Second language acquisition; SLA; Study of language; Teaching language
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URL: https://doaj.org/article/7458303ea4e04c518511044257633917 https://doi.org/10.7916/D86M3KC6
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