Journal Article10.1111/J.1540-4781.2013.01427.X
Optimizing the Noticing of Recasts via Computer‐Delivered Feedback: Evidence That Oral Input Enhancement and Working Memory Help Second Language Learning
Nuria Sagarra,Rebekha Abbuhl +1 more
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TL;DR: This paper investigated whether practice with computer-administered feedback in the absence of meaning-focused interaction can help second language learners notice the corrective intent of recasts and develop linguistic accuracy, and found that recasts yielded more target-like production and learner repair than either no feedback or utterance rejection.
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Abstract: This study investigates whether practice with computer-administered feedback in the absence of meaning-focused interaction can help second language learners notice the corrective intent of recasts and develop linguistic accuracy. A group of 218 beginning Anglophone learners of Spanish received 1 of 4 types of automated feedback (no feedback, utterance rejection, recasts, or enhanced recasts) in the written mode or the oral mode, in response to noun-adjective gender or number agreement errors. For both modalities, written and oral posttests conducted up to 2 months after treatment revealed that recasts yielded more target-like production and learner repair than either no feedback or utterance rejection and that utterance rejection was in turn more effective than no feedback. Two factors were found to increase the effectiveness of computer-delivered recasts: oral, but not typographical, input enhancement (orally enhanced recasts were more beneficial than orally unenhanced and typographically enhanced recasts) and working memory (higher span learners were superior to lower span learners in all recast groups). We discuss the implications of our results for the area of error treatment as an instructional focus technique and suggest avenues for future research. [ABSTRACT FROM AUTHOR]
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Citations
Interaction and Instructed Second Language Acquisition.
Shawn Loewen,Masatoshi Sato +1 more
TL;DR: In this paper, the authors present a survey of instruction in second language acquisition (SLA) that has been conducted primarily within the interactionist approach, beginning with the core constructs of interaction, namely input, negotiation for meaning, and output.
Anniversary article Interactional feedback in second language teaching and learning: A synthesis and analysis of current research:
TL;DR: The role of interactional feedback has long been of interest to both second language acquisition researchers and teachers and has continued to be the object of intensive empirical and theoretical inquiry as mentioned in this paper, and a synthesis and analysis of recent research and developments in this area and their contributions to second language learning has been provided.
188
Oral corrective feedback, foreign language anxiety and L2 development
TL;DR: The authors investigated the extent to which learners with high and low foreign language (FL) anxiety benefit from recasts and metalinguistic corrective feedback and found that low-anxiety learners benefited from both meta-corrective feedback and recast.
141
Spoken grammar practice and feedback in an ASR-based CALL system
TL;DR: A CALL system that offers spoken practice of word order, an important aspect of Dutch grammar, is presented that was successful in providing L2 speaking practice and results show that both groups improve their proficiency on the target feature as a result of treatment.
73
References
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TL;DR: This article investigated preemptive focus on form (i.e., occasions when either the teacher or a student chose to make a specific form the topic of the discourse) and found that the majority of the preemptive FFEs were initiated by students rather than the teacher and dealt with vocabulary.
Aspects of working memory in L2 learning
Alan Juffs,Michael Harrington +1 more
TL;DR: This paper reviewed the role of working memory in explaining individual differences in L2 learning processes and outcomes, including sentence processing, reading, speaking, lexical development and general proficiency, and found that WM is not a unitary construct and its role varies depending on the age of the L2 learners, the task and the linguistic domain.
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Working Memory and Learning: A Practical Guide for Teachers
Susan E. Gathercole,Tracy Packiam Alloway +1 more
- 09 Jan 2008
TL;DR: What Is Working Memory?
351
NEGATIVE FEEDBACK AND POSITIVE EVIDENCE IN TASK-BASED INTERACTION: Differential Effects on L2 Development
TL;DR: This article examined the role of task-based conversation in second language (L2) grammatical development, focusing on the short-term effects of both negative feedback and positive evidence on the acquisition of two Japanese structures.
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