Does Form-focused Instruction Affect L Learners' Performance?: Insights from Cognitive Psychology and SLA Pesearch.
Recent years have seen a growing concern with the role of conscious process in Second Language Acquisition (SLA). This concern is frequently centered on the "Noticing Hypothesis" of Richard Schmidt (1990; 1993a; 1994; 1995a; 1995b; 2001; Schmidt and Frota, 1986). This study, then, examines Schmidt's...
| Publicado en: | Arab Journal for the Humanities Vol. 27; no. 106; pp. 239 - 261 |
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| Formato: | Artículo |
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Kuwait University
Spring2009
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=37275196&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 37275196 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 10269576 1WRG jtl: Arab Journal for the Humanities issn: 10269576 maglogo: N pubinfo: dt: Spring2009 vid: 27 iid: 106 pid: 19632 pub: Kuwait University artinfo: ui: 37275196 ppf: 239 ppct: 22 formats: fmt: @attributes: type: P size: 403KB tig: atl: Does Form-focused Instruction Affect L Learners' Performance?: Insights from Cognitive Psychology and SLA Pesearch. aug: au: El-dali, Hosni M. affil: General Linguistics Programme, United Arab Emirates University su: Second language acquisition Foreign language education Language teachers Consciousness Learning English language Cognitive structures Cognitive psychology Schmidt, Richard sug: subj: Second language acquisition Foreign language education Language teachers Consciousness Learning English language Cognitive structures Cognitive psychology Schmidt, Richard ab: Recent years have seen a growing concern with the role of conscious process in Second Language Acquisition (SLA). This concern is frequently centered on the "Noticing Hypothesis" of Richard Schmidt (1990; 1993a; 1994; 1995a; 1995b; 2001; Schmidt and Frota, 1986). This study, then, examines Schmidt's hypothesis that L learners must consciously notice the grammatical form of their input in order to acquire grammar. Fifteen subjects participated in this study. They were asked, first, to write an essay on the value of learning English. Second all subjects performed on two correction tasks; one was unfocused and the other was focused. Finally, each student was interviewed to explain his/her performance in the three tasks. The data analysis had a quantitative part which consisted of statistical comparison of the number of errors in the composition, unfocussed correction and focused correction tasks (by means of one-way ANOVA). It also had a qualitative part which was an analysis of each student's conception of the grammatical rules that were violated in order to explain any discrepancies between their performances in the three tasks. This study, first, demonstrates that the deficiency in L learners' knowledge results in inaccurate composition writing and unsuccessful correction of errors even if their attention was drawn to these errors, Second, it offers another interpretation for the noticeable discrepancies in the subjects' performance. Such an interpretation is mainly based on the argument that composing in English is a multidimensional activity which requires L learners to do more than one thing simultaneously. Third, it shows that our students' failure to perform systematically may be due, sometimes, to cognitive deficiency. Accordingly, this study supports the view that language acquisition may not be fully understood without addressing the interaction between language and cognition. Fourth, this study shows that although 'noticing' or 'conscious awareness' may have some positive effect on L learners' performance; this effect, however, is constrained by two important factors: (1) learners' overall linguistic competence and (2) the nature of the task; that is, whether it requires controlled or automatic processing of information. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Arab Journal for the Humanities is the property of Kuwait University, Academic Publication Council and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Arab Journal for the Humanities holder: Kuwait University, Academic Publication Council dt: @attributes: year: 2009 holdings: @attributes: islocal: N |
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