Effect of task-inherent production modes on EFL learners' focus on form

Niu, Ruiying

doi:10.1080/09658410903197256

Cited by 60 publications

(64 citation statements)

References 36 publications

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“…They also confirm previous tenets about the positive effects of collaborative writing on noticing (Storch, 2008; and provide further support for reported findings about the superiority of the combination of the speaking and writing modes involved in collaboration over the oral production mode alone when it comes to promoting focus on form (Niu, 2009).…”

Section: Individual and Collaborative Approaches To Feedbacksupporting

confidence: 78%

The Use of Models as a Form of Written Feedback to Secondary School Pupils of English

Esteban¹,

Larios²

2010

ijes

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The present study investigated how noticing is related to composing and subsequent feedback processing in individual and collaborative EFL writing. Participants were Spanish secondary school pupils at a lowintermediate proficiency level who completed a three-stage writing task that included writing a picture-based story (Stage 1), comparing their written texts with two native-speaker models (Stage 2), and attempting subsequent revisions (Stage 3). The results indicate that the students noticed mainly lexical problems at the writing stage but could only find a few solutions to those problems in the models provided. However, the comparison with the models allowed them, especially those who wrote collaborativelly, to notice a large number of features related to the content of the pictures and the linguistic means used to express that content. They were also found to incorporate a reasonable number in subsequent revisions. A number of implications from these findings for research and pedagogy are suggested. KEYWORDS:noticing, written feedback, composing, second language writing, models, collaborative writing, second language acquisition. RESUMEN EN ESPAÑOLEl objetivo de este estudio es investigar la relación entre atención, escritura y feedback durante la redacción individual y colaborativa de textos en inglés como lengua extranjera. Los participantes eran alumnos españoles de enseñanza secundaria con nivel de competencia intermedio-bajo que completaron una tarea de redacción en tres etapas: escritura de una narración a partir de unos dibujos (Etapa 1), comparación de los textos escritos con dos modelos escritos por hablantes nativos (etapa 2) y revisión posterior de los textos originales (etapa 3). Los resultados indican que los estudiantes repararon en errores principalmente de tipo léxico durante la escritura de la narración, pero que sólo pudieron encontrar unas pocas soluciones a esos problemas en los modelos proporcionados. Sin embargo, la comparación con los modelos les permitió, especialmente a los que trabajaban en colaboración, percatarse de un amplio número de elementos relacionados con el contenido de los dibujos y los medios lingüísticos utilizados para expresar tales contenidos, así como incorporar un número razonable de estos elementos en las revisiones posteriores. De acuerdo con estos resultados, se sugieren diversas implicaciones para la docencia y la investigación. PALABRAS CLAVEAtención, corrección de trabajos escritos, composición por escrito, redacción en segundas lenguas, modelos, redacción colaborativa, adquisición de segundas lenguas

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Section: Individual and Collaborative Approaches To Feedbacksupporting

confidence: 78%

The Use of Models as a Form of Written Feedback to Secondary School Pupils of English

Esteban¹,

Larios²

2010

ijes

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“…Written production is less dependent on context, which allows writers a higher degree of control over the product. Furthermore, the fact that the text as a whole is visually accessible throughout the writing process helps writers closely attend to linguistic forms (Adams, 2006;Adams & Ross-Feldman, 2008;Niu, 2009). Such differences may lead to different consequences in L2 written and oral production.…”

Section: Differences Between Production Modalities: Writing Versus Spmentioning

confidence: 99%

Effects of Written Versus Spoken Production Modalities on Syntactic Complexity Measures in Beginning‐Level Child EFL Learners

Hwang

Jung

Kim

2020

The Modern Language Journal

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Learner corpus studies using syntactic complexity as a construct for characterizing learner proficiency have found that higher proficiency permits learners to produce more complex syntactic structures. However, the majority of previous studies have focused on writing, almost exclusively with adult second language (L2) learners. Given the fundamentally different mechanisms underlying speaking and writing activities, this study investigated (a) how different processes involved in writing and speaking performance affect child L2 learners’ sentence production, and (b) whether syntactic complexity is a better predictor of proficiency in a particular production type. To this end, we analyzed syntactic complexity for written and spoken corpora supplied by native Korean‐speaking child learners of English using 7 syntactic complexity indices. Results showed that learners used longer sentences, more subordination, more verb phrases per T‑unit, and less coordination in writing than in speaking. In addition, a prediction model fitted to the written corpus explained more of the variance in proficiency scores than a model based on the spoken corpus. These findings indicate that the different processes underlying writing and speaking influence the way that beginning‐level child L2 learners produce sentences in writing and speaking tasks.

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“…LREs are resolved when one of the interlocutors correctly addresses a question regarding language form. However, LREs do not always get resolved, and whether learners aptly resolve them during collaboration can depend on variables such as proficiency (Kim & McDonough, 2008), type of activity (Abadikhah, 2011), and task mode (Niu, 2009).…”

Section: The Interactionist Approach and Peer Interactionmentioning

confidence: 99%

A Comparison of Advanced Heritage Language Learners’ Peer Interaction Across Modes and Pair Types

Torres

Cung

2019

The Modern Language Journal

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A strand of task‐based interaction research has emerged to better understand the effects of heritage language (HL) and second language (L2) learners’ peer collaboration on interactional moves (e.g., language‐related episodes [LREs], self‐repairs) and linguistic focus. To extend this line of research, this study compared 14 HL–L2 and 16 HL–HL advanced learners’ peer interactions across face‐to‐face (FTF) and written synchronous computer‐mediated communication (SCMC) modes. Each dyad completed 2 decision‐making/collaborative writing tasks in Spanish across both interaction modes. Results revealed that interaction mode had a large effect on the extent to which HL–L2 and HL–HL pairs produced self‐repairs and initiated LREs. That is, both pair types initiated more LREs in FTF mode, and self‐repaired non‐target‐like utterances more extensively in SCMC mode. As for pair types, HL–L2 pairs significantly resolved more lexis‐focused episodes in FTF mode, and HL–HL pairs only produced self‐repair episodes in SCMC mode. HL–L2 and HL–HL dyads addressed linguistic items (e.g., morphosyntax) rather equally across interaction modes. Our findings are discussed in light of the differences in prior language‐learning experiences of HL and L2 learners.

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Effect of task-inherent production modes on EFL learners' focus on form

Cited by 60 publications

References 36 publications

The Use of Models as a Form of Written Feedback to Secondary School Pupils of English

The Use of Models as a Form of Written Feedback to Secondary School Pupils of English

Effects of Written Versus Spoken Production Modalities on Syntactic Complexity Measures in Beginning‐Level Child EFL Learners

A Comparison of Advanced Heritage Language Learners’ Peer Interaction Across Modes and Pair Types

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