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Learner Metalinguistic Reflections Following Output-oriented and Reflective Activities
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Suzuki, Wataru; Itagaki, Nobuya – Language Awareness, 2007
Several researchers have found that the type of task and learners' level of L2 proficiency are major determinants of the type and amount of metatalk. This paper is the first attempt to investigate potential interactions among the type of metatalk, the type of task and learners' level of L2 proficiency. Intermediate and advanced Japanese learners…
Descriptors: Cognitive Processes, Feedback, English (Second Language), Metalinguistics
Learner Awareness of Recasts in Classroom Interaction: A Case Study of an Adult EFL Student's Second Language Learning.
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Nabei, Toshiyo; Swain, Merrill – Language Awareness, 2002
Presents a case study of an adult Japanese learner's second language (L2) learning through her teacher's recasts in an English-as-a-Foreign-Language (EFL) classroom in Japan. Investigated the relationship between the student's awareness of feedback and her L2 learning. Findings suggest recasting is a complex verbal behavior influenced by the…
Descriptors: Adults, Case Studies, Classroom Communication, English (Second Language)
How Do Illiterate Adults React to Metalinguistic Training?
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Gombert, Jean Emile – Annals of Dyslexia, 1994
Illiterate immigrant adults (n=14) in France were assessed on ability to master three metalinguistic tasks: judgment of phonological length of words, initial consonant deletion, and lexical segmentation of sentences. Performance of illiterates and partial illiterates dramatically improved after training which involved corrective feedback and…
Descriptors: Adult Education, Adult Literacy, Adults, Difficulty Level
Vygotskian Perspective on Corrective Feedback in L2: The Effect of Random versus Negotiated Help on the Learning of English Articles.
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Nassaji, Hossein; Swain, Merrill – Language Awareness, 2000
Examined whether negotiated help provided within the learners' zone of proximal development (ZPD) is more effective than help provided randomly and irrespective of the learners' ZPD. Data were collected during tutorial sessions on writing English compositions by two Korean learners of English. Findings provide support for a consciousness raising…
Descriptors: Consciousness Raising, Determiners (Languages), English (Second Language), Error Correction
Negative Feedback Incorporation Among High-Proficiency and Low-Proficiency Chinese-Speaking Learners of Spanish.
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Lin, Yue-Hong; Hedgcock, John – Language Learning, 1996
Analyzes the incorporation patterns of well-educated, but low proficiency, Chinese immigrants (n=4) to Spain and of high-proficiency Chinese university students (n=4) with extensive formal training in Spanish. Findings reveal that whereas the university students showed awareness of error and successfully incorporated native speakers' corrections,…
Descriptors: Cognitive Processes, College Students, Comparative Analysis, Error Correction
A Study of Consciousness-Raising by Computer: The Effect of Metalinguistic Feedback on Second Language Learning.
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Nagata, Noriko; Swisher, M. Virginia – Foreign Language Annals, 1995
Investigates the effectiveness of two types of computer feedback: one is traditional computer feedback that indicates only missing or unexpected words in the learner's response, and the other is intelligent computer feedback that provides further information about the nature of the errors in the form of metalinguistic rules. (17 references)…
Descriptors: College Students, Comparative Analysis, Computer Assisted Instruction, Consciousness Raising