Hypothesis Testing in Task-Based Interaction

Autor/inn/en	Choi, Yujeong; Kilpatrick, Cynthia
Titel	Hypothesis Testing in Task-Based Interaction
Quelle	In: Applied Language Learning, 23-24 (2014), S.1-22 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1041-679X
Schlagwörter	Second Language Learning; Hypothesis Testing; Grammar; Morphology (Languages); Task Analysis; Phonology; Syntax; English (Second Language); Second Language Instruction; Language Teachers; Teaching Methods; Error Correction; Linguistic Theory; Academic Discourse; College Students + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Hypothesenprüfung; Hypothesentest; Grammatik; Morphology; Morphologie; Aufgabenanalyse; Fonologie; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Korrektur; Linguistische Theorie; Discourse; Diskurs; Collegestudent
Abstract	Whereas studies show that comprehensible output facilitates L2 learning, hypothesis testing has received little attention in Second Language Acquisition (SLA). Following Shehadeh (2003), we focus on hypothesis testing episodes (HTEs) in which learners initiate repair of their own speech in interaction. In the context of a one-way information gap task, we examine the linguistic categories targeted for HTEs, the proportion of grammatical and ungrammatical output, and the reaction of interlocutors. Results showed that high frequency of HTEs within a linguistic category did not necessarily result in grammaticality. Syntactic HTEs were quite frequent but rarely resulted in grammatically correct output. Moreover, interlocutors questioned phonological/lexical and syntactic HTEs more often than morphological HTEs, regardless of grammatical correctness. These findings indicate that learners target a variety of linguistic categories in HTEs, but interlocutors may ignore those that are not crucial for comprehension. We suggest pedagogical implications for English language teachers and the influence that the task may play on learners' hypothesis testing. (As Provided).
Anmerkungen	Defense Language Institute, Foreign Language Center. Academic Journals, 1759 Lewis Road Suite 142, Presidio of Monterey, Monterey, CA 93944-5006. Tel: 831-242-5638; Fax: 831-242-5850; e-mail: aj@pom-emh1.army.mil; Website: http://www.dliflc.edu/publications.aspx
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01