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Download full textPica, Teresa; And Others – University of Pennsylvania Working Papers in Educational Linguistics, 1995
This study investigated whether second language (L2) learners' interaction with other learners is as effective as interaction with native speakers (NSs) in addressing three theoretical needs: (1) L2 input modified toward comprehensibility; (2) feedback focused on form; and (3) modification of output. The interactions of five dyads of English L2…
Descriptors: Comparative Analysis, Cooperative Learning, English (Second Language), Feedback
Pica, Teresa; And Others – Penn Working Papers in Educational Linguistics, 1990
A pilot study of a larger project on second language comprehension under two input conditions is reported. The first condition is characterized by the availability of samples of target input that have been modified a priori toward greater semantic redundancy and transparency and less complex syntax. The second condition is characterized by the…
Descriptors: Applied Linguistics, Comprehension, English (Second Language), Interaction Process Analysis
Peer reviewedPica, Teresa; And Others – Studies in Second Language Acquisition, 1989
A study investigated how second language learners responded when native speakers signaled difficulty in understanding them. Types and frequency of learner responses were examined in relation to communication tasks and to native speakers' different signal types. Results supported the construct of comprehensible output, the influence of linguistic…
Descriptors: Audience Response, Communicative Competence (Languages), Comparative Analysis, English (Second Language)
Peer reviewedPica, Teresa; And Others – TESOL Quarterly, 1996
Examines whether second-language (L2) learners' interaction with other L2 learners can address their input, output, and feedback needs for L2 learning in ways interaction with native speakers (NSs) had been shown to do. Results indicate interaction between L2 learners can address some of these needs, but it does not provide as much modified input…
Descriptors: Adult Students, English (Second Language), Feedback, Hypothesis Testing
Pica, Teresa – IRAL, 1996
Examines whether negotiation addresses the need of second- language (L2) learners to focus attention on L2 form. The study analyzed the utterances of negotiation produced as 20 English native speaker-nonnative speaker (NS-NNS) dyads engaged in communication tasks. Negotiation assisted the NNS needs for data on features that were possible in the…
Descriptors: College Students, Data Analysis, Data Collection, English (Second Language)
Mayo, Maria del Pilar Garcia; Pica, Teresa – Working Papers in Educational Linguistics, 2000
The question of whether the English-as-a-foreign-language (EFL) classroom is an environment that promotes input, feedback, and the production of output that is necessary for successful second language learning is addressed. Such questions have arisen within the context of a growing emphasis on communicative activities and student-to-student…
Descriptors: Classroom Environment, Classroom Observation Techniques, Communicative Competence (Languages), Discourse Analysis
