Optimizing the Noticing of Recasts via Computer-Delivered Feedback: Evidence That Oral Input Enhancement and Working Memory Help Second Language Learning

Autor/inn/en	Sagarra, Nuria; Abbuhl, Rebekha
Titel	Optimizing the Noticing of Recasts via Computer-Delivered Feedback: Evidence That Oral Input Enhancement and Working Memory Help Second Language Learning
Quelle	In: Modern Language Journal, 97 (2013) 1, S.196-216 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0026-7902
DOI	10.1111/j.1540-4781.2013.01427.x
Schlagwörter	Computer Assisted Instruction; Second Language Instruction; Second Language Learning; Feedback (Response); Instructional Effectiveness; Oral Language; Error Correction; Form Classes (Languages); Linguistic Input; Short Term Memory; Teaching Methods; College Students; Introductory Courses; Spanish; Pretests Posttests; Language Tests + Suchen Sie Ihr Suchwort? Computer based training; Computerunterstützter Unterricht; Fremdsprachenunterricht; Zweitsprachenerwerb; Unterrichtserfolg; Oral interpretation; Mündlicher Sprachgebrauch; Korrektur; Analytischer Sprachbau; Sprachbildung; Kurzzeitgedächtnis; Teaching method; Lehrmethode; Unterrichtsmethode; Collegestudent; Einführungskurs; Spanisch; Language test; Sprachtest
Abstract	This study investigates whether practice with computer-administered feedback in the absence of meaning-focused interaction can help second language learners notice the corrective intent of recasts and develop linguistic accuracy. A group of 218 beginning Anglophone learners of Spanish received 1 of 4 types of automated feedback (no feedback, utterance rejection, recasts, or enhanced recasts) in the written mode or the oral mode, in response to noun--adjective gender or number agreement errors. For both modalities, written and oral post-tests conducted up to 2 months after treatment revealed that recasts yielded more target-like production and learner repair than either no feedback or utterance rejection and that utterance rejection was in turn more effective than no feedback. Two factors were found to increase the effectiveness of computer-delivered recasts: oral, but not typographical, input enhancement (orally enhanced recasts were more beneficial than orally unenhanced and typographically enhanced recasts) and working memory (higher span learners were superior to lower span learners in all recast groups). We discuss the implications of our results for the area of error treatment as an instructional focus technique and suggest avenues for future research. (Contains 4 tables, 3 figures, and 4 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10