Learner Negotiation of L2 Form in Transcription Exercises

Autor/in	Mennim, Paul
Titel	Learner Negotiation of L2 Form in Transcription Exercises
Quelle	In: ELT Journal, 66 (2012) 1, S.52-61 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-0893
DOI	10.1093/elt/ccr018
Schlagwörter	Learning Processes; English (Second Language); Second Language Learning; Grammar; Error Correction; Error Analysis (Language); Oral Language; Problem Solving; Metalinguistics; Teaching Methods; Cognitive Processes; Second Language Instruction + Suchen Sie Ihr Suchwort? Learning process; Lernprozess; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Grammatik; Korrektur; Error analysis; Language; Fehleranalyse; Oral interpretation; Mündlicher Sprachgebrauch; Problemlösen; Metalanguage; Metasprache; Teaching method; Lehrmethode; Unterrichtsmethode; Cognitive process; Kognitiver Prozess; Fremdsprachenunterricht
Abstract	Negotiation of language form is thought to engage learning processes by helping learners to notice gaps in their developing L2 and find target-like ways of filling them. Self-transcription, where learners work together to find language errors in recordings of their own oral output, is an awareness raising exercise that encourages such negotiation. This paper examines the problem-solving efforts of a class of Japanese students as they worked on a transcription exercise in English. It describes the various resources they made use of while tackling L2 problems and considers some of the cognitive processes underlying their decisions. This small-scale study shows how these learners effectively negotiated form while working independently of the teacher. Recordings of their discussions reveal a depth of cognitive processing thought to be beneficial to language development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10