Incidental Focus on Form and the Role of Learner Extraversion

Autor/inn/en	Kim, Jongmin; Nassaji, Hossein
Titel	Incidental Focus on Form and the Role of Learner Extraversion
Quelle	In: Language Teaching Research, 22 (2018) 6, S.698-718 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-1688
DOI	10.1177/1362168817699642
Schlagwörter	Grammar; Second Language Learning; Second Language Instruction; Extraversion Introversion; Individual Differences; Accuracy; Incidental Learning; English (Second Language); Personality Traits; Student Attitudes; Language Teachers; Pretests Posttests; Language Proficiency; Advanced Courses; Video Technology; Audio Equipment; Teacher Attitudes; Intensive Language Courses; College Students; Foreign Countries; Canada + Suchen Sie Ihr Suchwort? Grammatik; Zweitsprachenerwerb; Fremdsprachenunterricht; Individueller Unterschied; Inzidentelles Lernen; English as second language; English; Second Language; Englisch als Zweitsprache; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Schülerverhalten; Language teacher; Sprachunterricht; Language skill; Language skills; Sprachkompetenz; Fortgeschrittenenunterricht; Audio-CD; Lehrerverhalten; Intensivkurs; Sprachkurs; Collegestudent; Ausland; Kanada
Abstract	Previous studies have shown that learner individual differences have important impacts on L2 accuracy development. The present study examines a learner variable (i.e. extraversion versus introversion) and its effects on incidental focus on form. Twenty-eight ESL students in two classes (an advanced and an upper-intermediate class) and their teacher participated in the study. Data were collected through classroom observation over 7 weeks (for a total of 16 hours) and background and personality trait questionnaires. All sessions were audio- and video-recorded. The classroom data were first coded for the instances of focus on form episodes (FFEs) and then individualized post-tests were created and administered to each student after the final classroom observation. The results revealed that more extraverted learners were more likely to engage in FFEs in the advanced class and that more introverted learners produced more successful uptake in the upper-intermediate class. The findings partially support the role of this learner variable in learners' participation in FFEs and its effects on immediate L2 improvement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01