Pushed Output, Noticing, and Development of Past Tense Morphology in Content-Based Instruction

Autor/in	Leeser, Michael J.
Titel	Pushed Output, Noticing, and Development of Past Tense Morphology in Content-Based Instruction
Quelle	In: Canadian Modern Language Review, 65 (2008) 2, S.195-220 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0008-4506
DOI	10.3138/cmlr.65.2.195
Schlagwörter	Listening Comprehension; Morphology (Languages); English (Second Language); Morphemes; Second Language Learning; Teaching Methods; Second Language Instruction; Spanish; Writing (Composition); Language Usage; College Students; Writing Skills; Skill Development + Suchen Sie Ihr Suchwort? Hörverständnis; Morphology; Morphologie; English as second language; English; Second Language; Englisch als Zweitsprache; Morphem; Zweitsprachenerwerb; Teaching method; Lehrmethode; Unterrichtsmethode; Fremdsprachenunterricht; Spanisch; Schreibübung; Sprachgebrauch; Collegestudent; Writing skill; Schreibfertigkeit; Kompetenzentwicklung; Qualifikationsentwicklung
Abstract	This study examines the effects of learners' production (i.e., pushed output) during a multi-stage reconstruction task on learners' noticing of Spanish past tense morphology, aural text comprehension, and development of preterite/imperfect usage in writing. Participants included 47 intermediate L2 Spanish learners in a content-based course at the university level. One group of learners (+output) listened to a series of passages and engaged in text reconstruction tasks. The other group (-output) listened to the same texts but answered multiple-choice comprehension questions instead of reconstructing the texts. Learners' notes during the listening phase of the tasks served as a noticing measure, and writing tasks were used as pre- and post-treatment measures. Results reveal that the +output group (a) reported more noticing of words overall, but not of past tense forms; (b) comprehended more information from the text; and (c) showed evidence of past tense development in their writing. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10