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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 11 of 11 1 Attention to phonological form : modified output in task-based negotiated interaction Sicola, Laura In: Cognitive processing in second language acquisition (Amsterdam, 2010), p. 335-350 MPI für Psycholinguistik Show details 2 Introduction : cognitive processing in second language acquisition Pütz, Martin; Sicola, Laura In: Cognitive processing in second language acquisition (Amsterdam, 2010), p. 1-8 MPI für Psycholinguistik Show details 3 Cognitive processing in second language acquisition : inside the learner's mind Pütz, Martin; Sicola, Laura. - Amsterdam : Benjamins, 2010 MPI für Psycholinguistik Show details 4 Cognitive processing in second language acquisition : inside the learner's mind Sicola, Laura (Hrsg.); Pütz, Martin (Hrsg.). - Amsterdam [u.a.] : Benjamins, 2010 BLLDB UB Frankfurt Linguistik Show details 5 No, they won't "just sound like each other" : NNS-NNS negotiated interaction and attention to phonological form on targeted L2 pronunciation tasks Sicola, Laura [Verfasser]. - 2009 DNB Subject Category Language Show details 6 No, they won't "just sound like each other" : NNS-NNS negotiated interaction and attention to phonological form on targeted L2 pronunciation tasks Sicola, Laura. - Frankfurt, M. [u.a.] : Lang, 2009 UB Frankfurt Linguistik Show details 7 “No, they won't ‘just sound like each other’”: NNS-NNS negotiated interaction and attention to phonological form on targeted L2 pronunciation tasks Sicola, Laura In: Dissertations available from ProQuest (2008) Abstract: Task-based research in SLA has yielded evidence that when working on two-way information gap tasks, learners can negotiate to draw each other's attention to L2 grammatical and lexical forms. This study aimed to determine whether English L2 learners would also be able to negotiate for phonological forms when working on such tasks. Of particular interest were their use of corrective feedback, modified output, and other processes believed to promote attention during negotiation. The study addressed the following research questions: (1) When working together on interactive pronunciation tasks, do NNSs draw each other's attention to a targeted phonological form in ways generally understood to facilitate SLA? I.e., (1a) Do they provide each other with corrective feedback on the target form? (1b) Do they modify their production of the target form? (2) If NNSs do provide each other with feedback that focuses on the target form, are there specific ways in which they do so? (3) If NNSs do modify their target form production, do the modifications result in more targetlike pronunciation? To answer these questions, a two-way, interactive map task was used, with the phonological form theta (/θ/) preselected as a target. The task design balanced inherent communicative value and target form essentialness in order to maximize the need to negotiate the target form. The task was integrated into an existing curriculum for three intact, intermediate, L2 pronunciation classes. Participants completed and recorded the task during a weekly class meeting in the language laboratory. Mixed-L1 dyads were formed when possible to raise the potential for the need to negotiate. Negotiations pertaining to the target form were coded for corrective feedback and modified pronunciation, and interceder reliability was established at 91.3%. Data revealed that participants frequently provided each other with a variety of corrective feedback types, and produced more-targetlike modifications nearly twice as often as less-targetlike modifications. Additional strategies for drawing interlocutors' attention to form and the influence of the task design were also explored. Findings of NNSs' ability to push each other toward more targetlike control provided evidence of steps in adult learners' L2 phonological development. Keyword: Language arts|Linguistics URL: https://repository.upenn.edu/dissertations/AAI3309508 BASE Hide details 8 #x2018Communicative Lingerings#x2019: Exploring Awareness of L2 Influence on L1 in American Expatriates after Re-entry Sicola, Laura In: Language awareness. - Abingdon : Routledge 14 (2005) 2-3, 153-169 OLC Linguistik Show details 9 In celebration of the 90th birthday of Professor Eric Hawkins : papers from the 7th international conference of the Association for Language Awareness, University of Lleida, Spain, July 2004 Cots, Josep M. (Hrsg.); Garrett, Peter (Hrsg.); James, Carl. - Clevedon, Avon : Multilingual Matters, 2005 BLLDB Show details 10 'Communicative lingerings' : an exploratory study of the emergence of 'foreign' communicative features in the interactions of American expatriates after reentry Sicola, Laura In: Working papers in educational linguistics. - Philadelphia, Pa. 18 (2003) 2, 27-53 BLLDB Show details 11 "Communicative Lingerings": An Exploratory Study of the Emergence of 'Foreign' Communicative Features in the Interactions of American Expatriates after Reentry Sicola, Laura In: Working Papers in Educational Linguistics (WPEL) (2003) BASE Show details

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