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An Eye Tracking Study of the Differential Effects of Mobile Phone, Tablet, Computer, and Paper Media on Incidental Second Language Vocabulary Acquisition and Second Language Reading Comprehension
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A self-paced reading (SPR) study of the effects of processing instruction on the L2 processing of active and passive sentences ...
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A self-paced reading (SPR) study of the effects of processing instruction on the L2 processing of active and passive sentences ...
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SUPPLEMENTAL_MATERIALS_1 – Supplemental material for A self-paced reading (SPR) study of the effects of processing instruction on the L2 processing of active and passive sentences ...
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SUPPLEMENTAL_MATERIALS_1 – Supplemental material for A self-paced reading (SPR) study of the effects of processing instruction on the L2 processing of active and passive sentences ...
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A study of peer interaction and negative language transfer: scaffolding and the learning of the Japanese particle “no”
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Abstract:
Negative language transfer (-LT) inevitably impacts on L2 development while peer interaction and scaffolding have shown to support L2 development (e.g. Aljaafreh & Lantolf, 1994). The key question is whether peer interaction and scaffolding support the learning of grammatical items affected by -LT and how they may do so. Using a mixed methods design, the present study examined Chinese L1 speakers of Japanese with an advanced proficiency (C) who experience difficulty acquiring the Japanese particle no due to -LT (Chan, 2014, Okuno, 2005), by pairing them with another C who also experienced difficulty with no (C-C), a Korean or English L1 speaker of the same proficiency who have acquired no (C-L2+), a Japanese L1 speaker of a higher proficiency who have acquired no (C-J), or not paired (control group) in the interaction session.Quantitative results indicated Chinese L1 speakers in C-C pairs significantly improved in the immediate post-test from the base measure, but not those in C-L2+ and C-J pairs. However, this improvement was not sustained 6 months later. On the other hand, qualitative analysis of the peer interaction revealed that all pairs produced scaffolding. However, only the C-C group indicated more balanced power relationships, similar perceived relative language abilities, perception of one another as a resource and active engagement in the interaction and the task by both participants. The perceptions and the power relationship perhaps influenced the assignment of value to a partner’s scaffolding, thus the level of its uptake by the learner. Active engagement in the interaction and the task focused the attention of the learner and allowed for critical thinking processes that formed the basic conditions for scaffolding. The present study is the first attempt to date to investigate the effect of peer interaction and scaffolding in the study of -LT. In short, peer interaction and scaffolding may be helpful in supporting learning of grammatical items affected by -LT, however it would depend on the level and quality of the interaction to determine the degree of uptake of scaffolding perhaps more than the partner’s proficiency or whether the partner have acquired the grammar.
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Keyword:
Japanese as a foreign language; Negative language transfer; Peer interaction; Scaffolding; Sociocultural approach
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URL: https://unsworks.unsw.edu.au/fapi/datastream/unsworks:55306/SOURCE02?view=true
http://handle.unsw.edu.au/1959.4/61367
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Processing instruction and the age factor: can adults and school-age native speakers of German process English simple past tense correctly?
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Secondary and cumulative effects in attaining L2 proficiency in the classroom: the acquisition of French
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