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Talking, tuning in and noticing: Exploring the benefits of output in task-based peer interaction
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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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Abstract:
Deposited with permission of the author. © 1993 Noriko Iwashita ; This study is a partial replication of Pica et al’s study (1989) of comprehensible output, and investigates comprehensible output in NNS-NNS interaction in Japanese as a Foreign Language. Data were collected using two different types of tasks (information gap and jigsaw tasks) in three sub-groups of different proficiency levels (High-High, Low-Low, and High-Low) in order to find out (1) to what extent the tasks provide opportunities for learners to modify their initial output in response to requests for clarification and confirmation, and (2) the extent to which learners actually modify their output in response to interlocutor requests. The results show that comprehensible output is an important phenomenon in NNS-NNS interaction. Unlike the result of Pica et al, task types had more effect on opportunities for comprehensible output and actual production of comprehensible output than request types. Not much difference was found among different proficiency groups.
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Keyword:
foreign language; Japan; Japanese; spoken Japanese; syntax
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URL: http://hdl.handle.net/11343/38794
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39 |
Negative feedback and positive evidence in task-based interaction: Differential affects on L2 development
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