Journal Article10.1017/S0272263103000044
CONSTRAINTS ON “NOTICING THE GAP”: Nonnative Speakers' Noticing of Recasts in NS-NNS Interaction
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TL;DR: The authors investigated the extent to which learners may notice native speakers' reformulations of their IL grammar in the context of dyadic interaction and found that learners noticed over 60-70% of recasts, but accurate recall was constrained by the level of the learner and by the length and number of changes in the recast.
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Abstract: Interaction has been argued to promote noticing of L2 form in a context crucial to learning—when there is a mismatch between the input and the learner's interlanguage (IL) grammar (Gass & Varonis, 1994; Long, 1996; Pica, 1994). This paper investigates the extent to which learners may notice native speakers' reformulations of their IL grammar in the context of dyadic interaction. Thirty-three adult ESL learners worked on oral communication tasks in NS-NNS pairs. During each of the five sessions of dyadic task-based interaction, learners received recasts of their nontargetlike question forms. Accurate immediate recall of recasts was taken as evidence of noticing of recasts by learners. Results indicate that learners noticed over 60–70% of recasts. However, accurate recall was constrained by the level of the learner and by the length and number of changes in the recast. The effect of these variables on noticing is discussed in terms of processing biases. It is suggested that attentional resources and processing biases of the learner may modulate the extent to which learners “notice the gap” between their nontargetlike utterances and recasts.
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Citations
Incidental Focus on Form in University Spanish Literature Courses.
Eve Zyzik,Charlene Polio +1 more
TL;DR: The authors found that recasts were the instructors' preferred form of feedback, with negotiation and explicit correction being extremely rare, and preemptive focus on form was common, but almost exclusively limited to vocabulary.
74
Implicit and Explicit Recasts in L2 Oral French Interaction
Rosemary Erlam,Shawn Loewen +1 more
TL;DR: This paper examined the effectiveness of implicit and explicit corrective feedback on noun-adjective agreement errors in second and third-year American university students learning French and found no significant differences for type of feedback but significant effects for oral interaction.
73
What Counts as a Developmental Sequence? Exemplar-Based L2 Learning of English Questions
TL;DR: The authors examined evidence for the exemplar-based developmental sequences for yes/no interrogatives and WH interrogatives in English as a second language (L2) classroom interaction and found that they learned yes and no interrogatives pattern by pattern.
73
Using stimulated recall to investigate native speaker perceptions in native-nonnative speaker interaction
TL;DR: The authors examined the effect of experience and used stimulated recall to attempt to understand the interactional patterns of two groups of native speakers interacting with second language learners outside of the classroom context and found that those with more experience were more focused on themselves, on student feelings, and on procedural and task-related issues.
71
Interaction as practice
Alison MacKey
- 01 Mar 2007
TL;DR: This paper integrated several of the constructs and processes discussed independently in other chapters in this volume, most notably input (Leow), feedback (Leeman), and output (Muranoi).
68
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