지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
논문 기본 정보
- 자료유형
- 학술저널
- 저자정보
- 발행연도
- 2012.1
- 수록면
- 1,211 - 1,228 (18page)
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초록· 키워드
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This present study focused on teachers’ morphosyntactic feedback provided to L2 learners’ ungrammatical forms during interaction-based tasks, and learners’ perceptions about that feedback. The purpose of this study was to investigate whether teachers’ intentional use of prosodic features (i.e., intonation and stress) affects learners’ perceptions concerning morphosyntactic feedback; whether recasts, prompts, and models have different effects on learners’ perceptions; and whether perceived feedback can lead to learners’ subsequent recognition. The participants were eleven students enrolled in an intensive English learning program and their ages ranged from 19 to 21. Two communicative tasks, spot-the-difference and picture sequencing, were employed. A stimulated recall technique and an online language learning journal were used to collect the data, and a tailored-recognition, grammaticality- judgment posttest was adopted to examine the learners’ subsequent recognition. The results indicated that the teachers’ intentions with respect to the prosodic features increased the learners’ perceptions of the corrective purposes of feedback. Recasts indicated that the largest increase in the learners’ perceptions occurred when teachers used more intonation and stress. Finally, morphosyntactic feedback perceived by learners as negative evidence led to more learners’ subsequent recognition of the forms. The findings suggest that perceived morphosyntactic feedback has a positive effect on later recognition of the forms. The implications and limitations are discussed in terms of the relationship between the teachers’ intentions and the learners’ perceptions.
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참고문헌 (24)
참고문헌 신청
Al-Surmi, M. / 2012 / Learners’ noticing of recasts of morpho-syntactic errors: Recast types and delayed recognition / System 20 : 226 ~ 236
Ammar, A. / 2006 / One size fits all? Recasts, prompts, and L2 learning / Studies in Second Language Acquisition 28 : 543 ~ 574
Ammar, A. / 2008 / Prompts and recasts : Differential effects on second language morphosyntax / Language Teaching Research 12 : 183 ~ 210
Bao, M. / 2011 / Classroom study on noticing and recast features : Capturing learner noticing with uptake and stimulated recall / System 39 : 215 ~ 228
Doughty, C. / 1998 / Communicative focus on form, In Focus on form in classroom second language acquisition / Cambridge University Press : 114 ~ 138
Ammar, A. / 2006 / One size fits all? Recasts, prompts, and L2 learning / Studies in Second Language Acquisition 28 : 543 ~ 574
Ammar, A. / 2008 / Prompts and recasts : Differential effects on second language morphosyntax / Language Teaching Research 12 : 183 ~ 210
Bao, M. / 2011 / Classroom study on noticing and recast features : Capturing learner noticing with uptake and stimulated recall / System 39 : 215 ~ 228
Doughty, C. / 1998 / Communicative focus on form, In Focus on form in classroom second language acquisition / Cambridge University Press : 114 ~ 138
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