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Talking, tuning in and noticing: Exploring the benefits of output in task-based peer interaction
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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.
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Keyword:
1203 Design Practice and Management; 3304 Education; 3310 Linguistics and Language; Foreign language pedagogy; Interaction; Noticing; Output
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URL: https://espace.library.uq.edu.au/view/UQ:318276
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23 |
A comparison of learners' and teachers' attitudes toward communicative language teaching at two universities in Vietnam
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24 |
Patterns of corrective feedback in a task-based adult EFL classroom setting in China
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25 |
Cross-linguistic influence as a factor in the written and oral production of school age learners of Japanese in Australia
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27 |
Effects of learner background on the development of writing skills in Japanese as a second language ; Effects of learner background on the development of writing skills in JSL
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28 |
Effects of learner background on the development of writing skills in Japanese as a second language
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30 |
Assessed Levels of Second Language Speaking Proficiency: How Distinct?
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31 |
Assessed Levels of Second Language Speaking Proficiency: How Distinct?
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33 |
Syntactic complexity measures and their relation to oral proficiency in Japanese as a foreign language
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38 |
Comprehensible output in NNS-NNS interaction in Japanese as a foreign language
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39 |
Negative feedback and positive evidence in task-based interaction: Differential affects on L2 development
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