Marina Galdeano Chasco, María del Pilar García Mayo
An important issue in studies on pre-task planning (PTP) is the language used by the participants, but only recently have researchers paid attention to this topic, with no study focusing on children. This study investigated whether the use of L1 or the L2 in PTP would have a different impact on children’s use of the third-person singular morpheme -s. Eighteen 11–12 year-old EFL children with elementary proficiency level worked on a dictogloss task in pairs. They were divided into an L1 PTP group, an L2 PTP group and a control group. The findings revealed that participants did focus their attention on the form of the L2 during the dictogloss stage but very little attention was paid to the target structure -s. However, the L1 PTP pairs produced more turns focused on L2 form and more LREs than the L2 PTP pairs during the PTP stage, which indicates that L1 use allowed these children to discuss problematic formal issues of the L2.
{"title":"L1 use in pre-task planning by child EFL learners","authors":"Marina Galdeano Chasco, María del Pilar García Mayo","doi":"10.1558/isla.27488","DOIUrl":"https://doi.org/10.1558/isla.27488","url":null,"abstract":"An important issue in studies on pre-task planning (PTP) is the language used by the participants, but only recently have researchers paid attention to this topic, with no study focusing on children. This study investigated whether the use of L1 or the L2 in PTP would have a different impact on children’s use of the third-person singular morpheme -s. Eighteen 11–12 year-old EFL children with elementary proficiency level worked on a dictogloss task in pairs. They were divided into an L1 PTP group, an L2 PTP group and a control group. The findings revealed that participants did focus their attention on the form of the L2 during the dictogloss stage but very little attention was paid to the target structure -s. However, the L1 PTP pairs produced more turns focused on L2 form and more LREs than the L2 PTP pairs during the PTP stage, which indicates that L1 use allowed these children to discuss problematic formal issues of the L2.","PeriodicalId":500478,"journal":{"name":"Instructed second language acquisition","volume":"123 45","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140977532","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This experimental study aimed to explore the effects of script-enhanced shadowing on consonant-vowel linking acquisition among EFL learners. Two groups of twenty-four Vietnamese EFL learners volunteered to participate in the study, with twelve for the experimental group (EG) and twelve for the comparison group (CG). While the EG was instructed to shadow the linking with an enhanced script, the CG used script shadowing to practise phoneme linking. Both were conducted online via Google Meet. A pre-test and a post-test were employed to collect quantitative data on the learners’ recognition and production of linking. Furthermore, semi-structured interviews were employed to explore their perceptions towards issues associated with shadowing online to explain the effects. Findings showed that script-enhanced shadowing outweighed script shadowing in effect on the learners’ perception of consonant-vowel linking. For production, the EG gained an improvement while the CG remained unchanged. But group comparison revealed no statistically significant difference in terms of this aspect. The results offer useful implications for using shadowing to facilitate the acquisition of phonological features and future research that employs script enhancement for shadowing.
本实验研究旨在探讨脚本强化影子教学对英语学习者辅音-元音连读习得的影响。两组共二十四名越南语学习者自愿参加了研究，其中十二名为实验组（EG），十二名为对比组（CG）。实验组的学习者被指导用增强脚本进行影子连接，而对比组的学习者则用脚本影子连接来练习音素连接。两者均通过 Google Meet 在线进行。通过前测和后测，收集了学习者识别和制作连线的量化数据。此外，还采用了半结构式访谈来探讨他们对在线影子教学相关问题的看法，以解释其效果。研究结果表明，在学习者对辅音-元音连读的感知方面，脚本强化跟读的效果优于脚本跟读。在制作方面，EG 得到了改善，而 CG 保持不变。但小组比较显示，在这方面没有统计学意义上的显著差异。这些结果为利用影子教学促进语音特征的习得以及未来利用脚本增强影子教学的研究提供了有益的启示。
{"title":"Facilitating acquisition of English sound linking with script-enhanced shadowing","authors":"Sang Huynh, Nguyen Van Loi","doi":"10.1558/isla.26864","DOIUrl":"https://doi.org/10.1558/isla.26864","url":null,"abstract":"This experimental study aimed to explore the effects of script-enhanced shadowing on consonant-vowel linking acquisition among EFL learners. Two groups of twenty-four Vietnamese EFL learners volunteered to participate in the study, with twelve for the experimental group (EG) and twelve for the comparison group (CG). While the EG was instructed to shadow the linking with an enhanced script, the CG used script shadowing to practise phoneme linking. Both were conducted online via Google Meet. A pre-test and a post-test were employed to collect quantitative data on the learners’ recognition and production of linking. Furthermore, semi-structured interviews were employed to explore their perceptions towards issues associated with shadowing online to explain the effects. Findings showed that script-enhanced shadowing outweighed script shadowing in effect on the learners’ perception of consonant-vowel linking. For production, the EG gained an improvement while the CG remained unchanged. But group comparison revealed no statistically significant difference in terms of this aspect. The results offer useful implications for using shadowing to facilitate the acquisition of phonological features and future research that employs script enhancement for shadowing. ","PeriodicalId":500478,"journal":{"name":"Instructed second language acquisition","volume":"130 21","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140976909","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Instructed Second Language Acquisition Research MethodsBy Laura Gurzynski-Weiss and YouJin Kim (eds) (2022).Amsterdam: John Benjamins Publishing Company, 388pp.
指导性第二语言习得研究方法》由 Laura Gurzynski-Weiss 和 YouJin Kim（编著）（2022 年）出版，阿姆斯特丹：约翰-本杰明出版公司，388 页。
{"title":"'Instructed Second Language Acquisition Research Methods' By Laura Gurzynski-Weiss and YouJin Kim (eds) (2022)","authors":"Ilaria Borro","doi":"10.1558/isla.27678","DOIUrl":"https://doi.org/10.1558/isla.27678","url":null,"abstract":"Instructed Second Language Acquisition Research MethodsBy Laura Gurzynski-Weiss and YouJin Kim (eds) (2022).Amsterdam: John Benjamins Publishing Company, 388pp.","PeriodicalId":500478,"journal":{"name":"Instructed second language acquisition","volume":" 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140382359","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Under the framework of the cognitive theory of multimedia learning, this study examined how four modalities (iconic gestures, beat gestures, no gesture, audio) and learner modality preferences affect L2 vocabulary learning coupled with their relation to language aptitude. Sixty native or bilingual Japanese speakers watched video clips of sixty Spanish words under the above-mentioned four conditions six times. Their retention rate was measured immediately following the learning phase and after two weeks. The primary findings were (a) modalities had no relationship with the test scores; (b) learners preferred iconic gestures most; (c) modality preferences had a strong relationship to test scores; (d) the scores of their most preferred modality were significantly higher than those of other less-preferred modalities, and (e) the language aptitude score was correlated with modalities but not with modality preferences. This study suggests that learners may learn L2 vocabulary most efficiently when the modality matches their preferences.
{"title":"Learners’ Preferred L2 Vocabulary Learning Modalities","authors":"Nobuhiro Kamiya","doi":"10.1558/isla.23874","DOIUrl":"https://doi.org/10.1558/isla.23874","url":null,"abstract":"Under the framework of the cognitive theory of multimedia learning, this study examined how four modalities (iconic gestures, beat gestures, no gesture, audio) and learner modality preferences affect L2 vocabulary learning coupled with their relation to language aptitude. Sixty native or bilingual Japanese speakers watched video clips of sixty Spanish words under the above-mentioned four conditions six times. Their retention rate was measured immediately following the learning phase and after two weeks. The primary findings were (a) modalities had no relationship with the test scores; (b) learners preferred iconic gestures most; (c) modality preferences had a strong relationship to test scores; (d) the scores of their most preferred modality were significantly higher than those of other less-preferred modalities, and (e) the language aptitude score was correlated with modalities but not with modality preferences. This study suggests that learners may learn L2 vocabulary most efficiently when the modality matches their preferences.","PeriodicalId":500478,"journal":{"name":"Instructed second language acquisition","volume":" 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140381880","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
English Language Teaching Now and How It Could BeBy Geoff Jordan and Mike Long (2022)Newcastle-upon-Tyne: Cambridge Scholars Publishing, 315pp.
英语语言教学的现状与未来》由 Geoff Jordan 和 Mike Long 合著（2022 年），泰恩河畔纽卡斯尔：剑桥学者出版社，315 页。
{"title":"'English Language Teaching Now and How It Could Be' Geoff Jordan and Mike Long (2022)","authors":"Alessandro Benati","doi":"10.1558/isla.27798","DOIUrl":"https://doi.org/10.1558/isla.27798","url":null,"abstract":"English Language Teaching Now and How It Could BeBy Geoff Jordan and Mike Long (2022)Newcastle-upon-Tyne: Cambridge Scholars Publishing, 315pp.","PeriodicalId":500478,"journal":{"name":"Instructed second language acquisition","volume":"23 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140262391","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper extends a similar study by Kim and Emeliyanova (2021) by comparing the effects of self-revision (R) and peer-discussion (D) on linguistic accuracy following semi-focused direct written corrective feedback WCF. The study involved three groups of low-intermediate English as a second language (ESL) learners in a Sri Lankan university. The two experimental groups (R and D) received semi-focused WCF on ten problem-solution writing tasks. The R group (n = 30) revised each task and the D Group B (n = 31) discussed corrections for each task in pairs. A Control group (n = 31) just completed the tasks without WCF. Grammatical accuracy in all ten tasks was measured using obligatory occasion analysis. Both experimental groups (but not the Control group) improved in accuracy over the ten tasks. The R group was consistently more accurate than the D with medium effect sizes but the difference was not statistically significant. Overall, the findings echo those reported by Kim and Emeliyanova. The results are discussed in terms of the writers’ cognitive, behavioural and attitudinal engagement with WCF, drawing on findings from an exit questionnaire and interviews.
本文对 Kim 和 Emeliyanova（2021 年）的一项类似研究进行了扩展，比较了半集中直接书面纠正反馈 WCF 后自我复述（R）和同伴讨论（D）对语言准确性的影响。该研究涉及斯里兰卡一所大学的三组中低级英语作为第二语言（ESL）的学习者。两个实验组（R 组和 D 组）在 10 个解决问题的写作任务中接受了半集中式 WCF。R 组（n = 30）对每个任务进行修改，D 组 B（n = 31）两人一组讨论每个任务的修改意见。对照组（n = 31）只完成任务，不使用 WCF。所有十项任务的语法准确性均采用强制性场合分析法进行测量。在十项任务中，两个实验组（而不是对照组）的准确率都有所提高。R 组的准确度一直高于 D 组，效果中等，但差异在统计学上并不显著。总体而言，研究结果与 Kim 和 Emeliyanova 报告的结果一致。本研究从作家对世界儿童基金会的认知、行为和态度等方面对研究结果进行了讨论，并借鉴了离职问卷和访谈的结果。
{"title":"Engaging with written corrective feedback","authors":"Waruni Iresha Ekanayaka, Rod Ellis","doi":"10.1558/isla.26982","DOIUrl":"https://doi.org/10.1558/isla.26982","url":null,"abstract":"This paper extends a similar study by Kim and Emeliyanova (2021) by comparing the effects of self-revision (R) and peer-discussion (D) on linguistic accuracy following semi-focused direct written corrective feedback WCF. The study involved three groups of low-intermediate English as a second language (ESL) learners in a Sri Lankan university. The two experimental groups (R and D) received semi-focused WCF on ten problem-solution writing tasks. The R group (n = 30) revised each task and the D Group B (n = 31) discussed corrections for each task in pairs. A Control group (n = 31) just completed the tasks without WCF. Grammatical accuracy in all ten tasks was measured using obligatory occasion analysis. Both experimental groups (but not the Control group) improved in accuracy over the ten tasks. The R group was consistently more accurate than the D with medium effect sizes but the difference was not statistically significant. Overall, the findings echo those reported by Kim and Emeliyanova. The results are discussed in terms of the writers’ cognitive, behavioural and attitudinal engagement with WCF, drawing on findings from an exit questionnaire and interviews. ","PeriodicalId":500478,"journal":{"name":"Instructed second language acquisition","volume":"44 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140262089","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：