Unveiling Learners' Attention during Language Processing: The Case of Epistemic Meanings of a Modal Verb

Autor/in	Hondo, Junko
Titel	Unveiling Learners' Attention during Language Processing: The Case of Epistemic Meanings of a Modal Verb
Quelle	In: Language Awareness, 21 (2012) 3, S.249-265 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-8416
DOI	10.1080/09658416.2011.598529
Schlagwörter	Japanese; Native Speakers; English (Second Language); Second Language Learning; Verbs; Language Processing; Statistical Analysis; Metalinguistics; Qualitative Research; Grammar; Pretests Posttests; Second Language Instruction; Metacognition; College Students + Suchen Sie Ihr Suchwort? Japaner; Japanisch; Muttersprachler; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Sprachverarbeitung; Statistische Analyse; Metalanguage; Metasprache; Qualitative Forschung; Grammatik; Fremdsprachenunterricht; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Collegestudent
Abstract	In an analysis of learners' reflections taken in real time, this study attempts to unveil what learners attend to during a task session. A total of 110 Japanese learners of English noted rationales for their form selections of epistemic modal verbs. The data were then coded and tallied to enable quantitative analysis and to examine the association of individual rationales with the accuracy of the selected forms. In-depth analyses of representative reflections are also presented in a qualitative inquiry. Among the total counts of some 1400 reflections, a number of patterns emerged, including textual-meaning-oriented rationales, meta-linguistic terminology use, and modal-meaning-oriented rationales. A combination of qualitative and quantitative analyses of each category of rationales indicated highly significant results for some and insignificant results for others. Overall outcomes indicate that when learners' attention is oriented to the form-meaning connection in context, learners become successful in comprehension. Further, the potential of formulaic learning is discussed. (Contains 5 notes and 5 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10