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The role of prompts as focus on form...

Boisvert, Brian B.

The role of prompts as focus on form on uptake.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
書名/作者:	The role of prompts as focus on form on uptake.
作者:	Boisvert, Brian B.
面頁冊數:	224 p.
附註:	Source: Dissertation Abstracts International, Volume: 73-03, Section: A, page: .
Contained By:	Dissertation Abstracts International73-03A.
標題:	Language, Linguistics.
標題:	Language, Modern.
標題:	Education, Foreign Language.
ISBN:	9781267041791
摘要、提要註:	Students are human beings; they, like all of us, make mistakes. In the language classroom, these mistakes may be written, spoken, and even thought. How, if, when, under what conditions and to what degree these errors are treated is of current concern in research regarding language acquisition. In their metaanalysis of interactional feedback, Mackey and Goo (2007) report that the utilization of feedback is beneficial and find evidence that feedback within the context of a focus on form environment is also facilitative of acquisition, echoing Norris and Ortega's (2000) positive findings regarding focus on form research. Thus, the role of feedback has found a somewhat limited, very informative and equally persuasive niche in current theory building and research.
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3482588

The role of prompts as focus on form on uptake.
Boisvert, Brian B.

The role of prompts as focus on form on uptake. - 224 p.

Source: Dissertation Abstracts International, Volume: 73-03, Section: A, page: .

Thesis (Ph.D.)--University of Massachusetts Amherst, 2011.

Students are human beings; they, like all of us, make mistakes. In the language classroom, these mistakes may be written, spoken, and even thought. How, if, when, under what conditions and to what degree these errors are treated is of current concern in research regarding language acquisition. In their metaanalysis of interactional feedback, Mackey and Goo (2007) report that the utilization of feedback is beneficial and find evidence that feedback within the context of a focus on form environment is also facilitative of acquisition, echoing Norris and Ortega's (2000) positive findings regarding focus on form research. Thus, the role of feedback has found a somewhat limited, very informative and equally persuasive niche in current theory building and research.

ISBN: 9781267041791Subjects--Topical Terms:

423211
Language, Linguistics.

The role of prompts as focus on form on uptake.
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100 1 $a Boisvert, Brian B. $3 475488
245 1 4 $a The role of prompts as focus on form on uptake.
300 $a 224 p.
500 $a Source: Dissertation Abstracts International, Volume: 73-03, Section: A, page: .
500 $a Adviser: Luiz Amaral.
502 $a Thesis (Ph.D.)--University of Massachusetts Amherst, 2011.
520 $a Students are human beings; they, like all of us, make mistakes. In the language classroom, these mistakes may be written, spoken, and even thought. How, if, when, under what conditions and to what degree these errors are treated is of current concern in research regarding language acquisition. In their metaanalysis of interactional feedback, Mackey and Goo (2007) report that the utilization of feedback is beneficial and find evidence that feedback within the context of a focus on form environment is also facilitative of acquisition, echoing Norris and Ortega's (2000) positive findings regarding focus on form research. Thus, the role of feedback has found a somewhat limited, very informative and equally persuasive niche in current theory building and research.
520 $a There is lack of research specifically addressing the role and effects of forms of feedback, other than recasts, namely prompts, in the second language classroom where the focus in on language use as a means of communication rather than the objectification of it. This context employs focus on form, a brief pedagogical intervention that momentarily shifts the focus of the class from meaning to linguistic form (See Long, 1991). Because prompts withhold correct forms (Lyster, 2004; Lyster & Saito, 2010), encourage students to simultaneously notice and self-correct (Lyster & Ranta, 1997), and push modified, student-generated output (de Bot, 1996; Lyster & Izquierdo, 2009; Lyster & Saito, 2010; Swain & Lapkin, 1995), they may be theoretically more appropriate for a focus on form context.
520 $a This study examines this role in its function and efficacy comparing an implicit prompt, the clarification request, with an explicit prompt, metalinguistic feedback on students' spoken errors in the use of a very complex target structure, the subjunctive in nominal clauses in Spanish. Efficacy of the feedback is measured through successful student uptake, that is, whether or not students are able to self-repair as a result of the intervention and then through development operationalized as mean gains in a pre-test/post-test design. Statistical significance is shown for uptake with metalinguistic feedback only, however no development is shown as a result of any feedback due to the target structure's acquisition complexity.
590 $a School code: 0118.
650 4 $a Language, Linguistics. $3 423211
650 4 $a Language, Modern. $3 423504
650 4 $a Education, Foreign Language. $3 475290
690 $a 0290
690 $a 0291
690 $a 0444
710 2 $a University of Massachusetts Amherst. $b Hispanic Literatures & Linguistics. $3 475489
773 0 $t Dissertation Abstracts International $g 73-03A.
790 1 0 $a Amaral, Luiz, $e advisor
790 1 0 $a Cloutier, Carol $e committee member
790 1 0 $a Wang, Zhijun $e committee member
790 $a 0118
791 $a Ph.D.
792 $a 2011
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3482588

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