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Why Is There No Raising to Object in Spanish? A Study of Code-Switching ...
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Why Is There No Raising to Object in Spanish? A Study of Code-Switching ...
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Multisite replication in second language acquisition research : Attention to form during listening and reading comprehension
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Extra-syntactic factors in the that-trace effect
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In: Faculty and Staff Books (2018)
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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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Allocation of attention to second language form and meaning: Revisiting the use of think aloud protocols
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In: Faculty Publications (2012)
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Allocation of Attention to Second Language Form and Meaning
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Abstract:
This is a copy of an article published in the Studies in Second Language Acquisition © 2012 Cambridge University Press. The final publication is available at http://journals.cambridge.org/abstract_S027226311200037X ; The aims of the present study were twofold. The study addressed the issues of simultaneous attention to form and meaning in second language (L2) written input and reactivity of think-alouds. Specifically, the study examined the comprehension of L2 learners of Spanish who either attended to lexical or grammatical forms while reading for meaning or read for meaning alone. Learners completed these tasks while either thinking aloud or not. Results indicated only a minimal effect for thinking aloud that did not appear to compromise the internal validity of the study. Additionally, results showed that attending to grammatical or lexical form while reading for meaning did not affect comprehension. Indeed, learners who processed these forms more deeply evidenced greater comprehension.
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URL: http://hdl.handle.net/10027/10890
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Methodological considerations in code-switching research
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In: Faculty Publications (2008)
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