Learner-Generated Noticing Behavior By Novice Learners: Tracing the Effects of Learners' L1 on Their Emerging L2.

Autor/in	Park, Eun Sung
Titel	Learner-Generated Noticing Behavior By Novice Learners: Tracing the Effects of Learners' L1 on Their Emerging L2.
Quelle	In: Applied linguistics, 34 (2013) 1, S. 74-98Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Abbildungen 2; Tabellen 9; Anmerkungen
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1477-450X
DOI	10.1093/applin/ams016
Schlagwörter	Transfer; Verstehen; Test; Englisch; Fremdsprachenunterricht; Test; Verstehen; Transfer; Japanisch; Anfangsunterricht; Koreanischunterricht; Didaktische Grundlageninformation; Anfangsunterricht; Sprachverständnis; Fremdsprachenunterricht; Englisch; Japanisch; Koreanischunterricht
Abstract	This study examines novice learners' self-generated input noticing approaches and strategies. It is motivated by previous research on input enhancement which yielded insights that learners are naturally prone to notice certain aspects of L2 input on their own without any external means to channel their attention. Two L1 groups (Japanese and English) with no prior experience with the L2 (Korean) were exposed to written L2 input and probed for their noticing behavior under the 'zero-knowledge', and 'some-knowledge' conditions. The results indicate that under the zero-knowledge condition, both groups exhibited a form-oriented noticing behavior, prompted largely by perceptual properties of L2 input. Under the some-knowledge condition, however, the two groups exhibited divergent noticing patterns: the Japanese group adopted a more meaning-oriented approach, employing comprehension-based strategies, whereas the English group maintained their form-oriented approach to input processing, focusing on the formal properties of the L2. The two groups' input noticing patterns are discussed in light of their L1 knowledge and its interaction with their emerging knowledge of the L2. (Verlag).
Erfasst von	Informationszentrum für Fremdsprachenforschung, Marburg
Update	2022/2