Cognitive Individual Differences as Predictors of Improvement and Awareness under Implicit and Explicit Feedback Conditions

Autor/inn/en	Yilmaz, Yucel; Granena, Gisela
Titel	Cognitive Individual Differences as Predictors of Improvement and Awareness under Implicit and Explicit Feedback Conditions
Quelle	In: Modern Language Journal, 103 (2019) 3, S.686-702 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0026-7902
DOI	10.1111/modl.12587
Schlagwörter	Individual Differences; Second Language Learning; Second Language Instruction; Oral Language; Feedback (Response); Spanish; Error Correction; Comparative Analysis; Role; Metalinguistics; English; Native Language; College Students; Language Tests; Language Aptitude; Teaching Methods; Grammar; Decision Making; Student Attitudes; Pretests Posttests; Phonology; Short Term Memory; Phonemics; Prediction; Attention Control; Language Processing; Student Improvement + Suchen Sie Ihr Suchwort? Individueller Unterschied; Zweitsprachenerwerb; Fremdsprachenunterricht; Oral interpretation; Mündlicher Sprachgebrauch; Spanisch; Korrektur; Rollen; Metalanguage; Metasprache; English language; Englisch; Collegestudent; Language test; Sprachtest; Sprachbegabung; Spracheignung; Teaching method; Lehrmethode; Unterrichtsmethode; Grammatik; Decision-making; Entscheidungsfindung; Schülerverhalten; Fonologie; Kurzzeitgedächtnis; Fonemsystem; Vorhersage; Aufmerksamkeitstest; Sprachverarbeitung
Abstract	The present study investigated a group of cognitive individual differences considered advantageous in second language learning and their role in language learning under implicit and explicit feedback conditions using both language awareness and language development measures. The study further investigated whether different types of awareness are related to language development. One hundred and twelve intermediate English learners of Spanish at a U.S. university were administered tests from 2 language aptitude test batteries (Hi-LAB and LLAMA) and were randomly assigned to an implicit feedback (recast), explicit feedback (explicit correction), or control group. The 2 feedback groups received feedback on the target linguistic form (i.e., Spanish noun-adjective gender agreement) according to their group assignment in 2 treatment sessions. Learners' knowledge of the linguistic target was measured using a grammaticality judgment test and an oral production task immediately before and after the treatment. Learners' ability to notice the corrective function and linguistic target of the feedback was measured by means of a posttask debriefing questionnaire. Implicit sequence learning ability and error awareness predicted the implicit group's pretest-posttest improvement, whereas phonological short-term memory predicted the explicit group's pretest-posttest improvement. Phonemic coding ability, attention control, and processing speed further predicted learners' awareness in the implicit feedback group. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01