Task Complexity, Focus on Form, and Second Language Development

Autor/in	Revesz, Andrea
Titel	Task Complexity, Focus on Form, and Second Language Development
Quelle	In: Studies in Second Language Acquisition, 31 (2009) 3, S.437-470 (34 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-2631
DOI	10.1017/S0272263109090366
Schlagwörter	Control Groups; Second Language Learning; Adult Learning; Adult Students; Language Research; Grammar; Task Analysis; Morphology (Languages); Syntax; English (Second Language); Photography; Pretests Posttests; Measurement Techniques + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Adulte education; Adult training; Erwachsenenbildung; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Sprachforschung; Grammatik; Aufgabenanalyse; Morphology; Morphologie; English as second language; English; Second Language; Englisch als Zweitsprache; Fotografie; Messtechnik
Abstract	Tasks have received increased attention in SLA research for the past decade, as has the role of focus on form. However, few empirical studies have investigated the relationship among tasks, focus-on-form techniques, and second language (L2) learning outcomes. To help address this gap, the present study examined how the task variable +/- contextual support combined with the focus-on-form technique known as recasting affects L2 morphosyntactic development. The participants were 90 adult learners of English as a foreign language, randomly assigned to one of five groups: four comparison groups and a control group. The comparison groups differed as to (a) whether they received recasts while describing photos and (b) whether they could see the photos while describing them. The control group only participated in the testing sessions. A pretest-posttest-delayed posttest design was employed to detect any improvement in participants' ability to use the linguistic target, which was the past progressive form. Results from multifaceted Rasch measurement yielded two main findings. First, learners who received recasts but did not view photos outperformed learners who received recasts while viewing photos. Second, the group that viewed photos but did not receive recasts achieved greater L2 gains than the group who neither viewed photos nor received recasts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10