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Multisite replication in second language acquisition research : Attention to form during listening and reading comprehension
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Multisite Replication in Second Language Acquisition Research: Attention to Form During Listening and Reading Comprehension
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In: Faculty Publications (2018)
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Multisite replication in SLA research: attention to form during listening and reading comprehension
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Multisite replication in second language acquisition research: attention to form during listening and reading comprehension
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Awareness, Type of Medium, and L2 Development: Revisiting Hsieh (2008)
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In: Faculty Publications (2016)
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Abstract:
The small number of published studies that has empirically compared face-to-face (FTF) instruction against computer-assisted instruction (CAI) appears to support superior learning benefits for CAI (cf. AbuSeileek, 2009; AbuSeileek & Rababah, 2007; Nutta, 1998; Torlaković & Deugo 2004; cf. Hsieh, 2008 for no effects). However, a recent critical review of these studies’ internal validity (Cerezo, Baralt, Suh, & Leow, 2013) reveals that the relative effects of this computerized medium against FTF instruction are still unclear and calls for a closer investigation of the cognitive processes employed while interacting with L2 data across type of medium. Interestingly, Hsieh (2008) collected but did not report concurrent data produced by her participants during L2 data exposure to a computerized version of the FTF instruction (C-FTF) and CAI conditions in her published study. This chapter seeks to address this important call by revisiting Hsieh (2008) to qualitatively compare, from a psycholinguistic perspective, the cognitive processes, and more specifically, level of awareness, employed in each type of medium (C-FTF vs. CAI) regarding the L2 development of a morpho-syntactic structure such as gustar ‘to please’ at the beginning level of Spanish. The findings indicate that the features of each instructional medium clearly prompted different levels of awareness and depth of processing. These findings also provide plausible explanations for the non-significant differences in performances between the two groups and for the superior gain scores on a delayed posttest for the CAI group reported in the original study and other studies. A pedagogical implication is provided.
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URL: https://www.degruyter.com/view/product/206754
https://scholarcommons.sc.edu/dllc_facpub/31
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Psycholinguistically Motivated CALL Activities
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In: Faculty Publications (2016)
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Little Words: Their History, Phonology, Syntax, Semantics, Pragmatics, and Acquisition
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Are Tasks at All Possible in Fully Online Language Learning? Introducing: Talking to Avatars & the Maze Game.
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In: Faculty Publications (2015)
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Input enhancement and L2 grammatical development: What the research reveals
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