Developing the metacognitive skill of noticing the gap through self-transcribing: The case of students enrolled in an ELT training program in Chile

Abstract

<p>This paper reports the preliminary results of the first phase of an ongoing educational intervention conducted with students enrolled in an ELT training program at PUCV. The study set out to explore the feasibility and effectiveness of the recording and self-transcription methodology (Lynch, 2001, 2007; Mennim, 2003, 2012) as a route to noticing the gap and defossilization. Students (N=20) transcribed the oral texts they produced during the speaking section of the diagnostic test for English 5. The tasks were: (1) transcribing three minutes of their speaking time, (2) highlighting all the errors they identified in their own speech (3) coding them (e.g. grammatical, lexical, phonological) and (4) sending the annotated transcript to the instructor by email. Drawing on the theory of questionnaire design and processing (Dörnyei, 2003), a survey was designed and posted online (<em>GoogleForm</em>) and emailed to the students. The questionnaire asked students to evaluate the perceived benefits of the self-transcription methodology. The study data consist of the annotated transcripts and the questionnaire responses. The results of this study were much less positive than what has been reported in the literature (Willis & Willis, 1996, Burns & Joyce, 1997; Lynch, 2001, 2007; Mennim, 2003, 2012; Thornbury & Slade, 2006; Boettinger, Park & Timmis 2010; Stillwell et al., 2010), so an attempt is made to see why this might have been the case. Some pedagogical implications of this approach in the Chilean context are discussed.</p>

Consciousness raising tasks for the learning of grammar in high school English language classrooms

“…Another relevant point to take into consideration is that interlanguage can be affected when noticing does not occur. Han and Odlin (as cited in Salas, 2015) argued that "in most interlanguages there is a cessation of learning, known as fossilization" (p. 261). To counter this problem, and according to Salas (2015), "the development of this metalinguistic awareness (noticing the gap) can increase learner autonomy, facilitate the progress of L2 learning, and prevent fossilization: only learners who notice the gap will be able to self-correct and destabilize fossilized errors" (p. 262).…”

Commodity, Immunity, and Struggle: (Re)visiting Senses of Community in ELT

“…Firstly, the effects that the dichotomy of 'native vs. non-native' has on ELPTs' socio-affective factors, fear of negative evaluation, communication apprehension, devaluation of their language variation, and the construction of the ELPT's identity in terms of English proficiency (Archanjo et al, 2019;Vanegas-Rojas et al, 2015). Secondly, the improvement of ELPTs' linguistic, communicative, and intercultural skills, as well as of their ability to use Information and Communication Technologies (ICTs), so that they can perform well in the academic community (Oviedo-Gómez and Álvarez-Guayara, 2019;Muñoz-Julio and Ramírez-Contreras, 2018;Saavedra-Jeldres and Campos-Espinoza, 2018;Marulanda and Martínez, 2017;Gómez-Sará, 2016;Salas, 2015;Salamanca-González, 2015;García et al, 2014;Escobar and Evans, 2014;Castro and López, 2014;Correa and Domínguez, 2014;Artundaga, 2013;Quintero, 2008). Thirdly, the search for a collaborative job between in-service and pre-service teachers to resist hegemonic policies (Ubaque and Pinilla, 2018;Kuhlman, 2010).…”