Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.641136
Title: A noticing-promotion approach and L2 development : a study of English interrogative acquisition in the classroom
Author: Atsuko, M.
Awarding Body: University of Edinburgh
Current Institution: University of Edinburgh
Date of Award: 2007
Availability of Full Text:
Full text unavailable from EThOS. Please contact the current institution’s library for further details.
Abstract:
Instruction which draws learners’ attention to form in meaning-centred activities is often referred to as focus on form (FonF) (Long, 1981; 1991). It is considered a potentially useful means of helping learners to acquire L2 forms, since it can promote the noticing of linguistic gaps between their output and the target language, which is regarded as necessary condition for L2 development (Schmidt, 1994). Few attempts have been made to examine effective ways of implementing FonF instruction in typically large EFL classes. This study aims to fill this gap and explores the potential of teachers’ creating opportunities for noticing the gap through dialogical interaction between learners. A pedagogical option, a noticing-promotion approach, was employed, intended to encourage learners to take an active role in noticing gaps and in assisting their partner by scaffolding replies to notice and self-correct mistakes. The instruction consisted of four sessions, including explicit grammar teaching and noticing tasks (dictogloss and information-gap) with a modelling video performed by a learner dyad. A pretest and two post-tests design were used to measure the sustained effect over 6-7 weeks. Using oral performance data collected in two communicative tasks from 48 Japanese students, individuals’ change in developmental stage was examined in relation to their readiness to learn the target rules; the results were compared with those from a comparison group (N=12). Results indicate that this noticing-promotion approach was effective in helping learners who were ready to learn the target rule advance in developmental stage and to fill gaps in their L2 development. Moreover, learners’ self reports showed that the instruction was beneficial, not only in motivating many ready students to carry on using the target rules beyond the treatment sessions, but also in helping them become better ‘noticers’ and users of the target rules both inside and outside the classroom.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.641136  DOI: Not available
Share: