Native Speaker Reaction to Instructor-Identified Student Second-Language Errors

Chastain, Kenneth

doi:10.3138/cmlr.38.2.282

Cited by 18 publications

(22 citation statements)

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“…He then ''constructed twenty sentences, each containing an error representing one of the error types" (p. 307). Chastain (1980), working in Spanish, did not collect a learner sample, but surveyed a number of instructors of Spanish a t the intermediate level a t a US university and asked them to identify the most serious errors committed by their learners. Chastain then ''generated" sentences containing one to three of these errors.…”

Section: Authenticitymentioning

confidence: 99%

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Error Gravity: A Critical Review of Research Design

Rifkin

Roberts

1995

Language Learning

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This paper examines error gravity research design and its theoretical assumptions. Based on an analysis of 28 errorgravity investigations (1977–1995), we study several aspects of error gravity research design (including, e.g., the authenticity of language sample), and theoretical constructs (such as the definition of “error”). The study demonstrates that investigators have only skimmed the surface of the process of error evaluation, which is undoubtedly shaped by extralinguistic factors. We conclude that researchers should reconceptualize error gravity research and should reassess earlier studies to confirm or disaffirm their stated outcomes.

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Section: Authenticitymentioning

confidence: 99%

“…Published error gravity studies of the early 1980s assumed that classroom teaching should address primarily those errors that caused a failure in communication (e.g., Chastain, 1980; 522 Language Learning Vol. 45, No.…”

Section: Irritation and Comprehensionmentioning

confidence: 99%

Error Gravity: A Critical Review of Research Design

Rifkin

Roberts

1995

Language Learning

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“…They find that discriminability of discrete sounds by L2 learners is highly dependent on the familiarity the learners have with the words in which the sounds are embedded. Chastain (1980) also stresses the importance of words, noting that "comprehension is most severely limited by word usage" (p. 212), as in the nonnative's use of a wrong word or the addition or omission of words. We suggest that familiarity is again the issue here; if the native speaker were familiar with the nonnative's consistent but incorrect use of a word, then most likely there would be little or no problem of comprehension.…”

mentioning

confidence: 99%

The Effect of Familiarity on the Comprehensibility of Nonnative Speech

1984

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This study reports on data collected to investigate the effect of various types of familiarity on native speaker comprehension of nonnative speaker speech. We discuss the effects of familiarity with topic, familiarity with nonnative speech in general, familiarity with a nonnative accent in particular, and familiarity with a particular nonnative. Our results indicate that while the most important of these variables is familiarity with topic, the other variables all have a facilitating effect on comprehension. We discuss these findings as they relate to more general notions of comprehensibility. We also say of some people that they are transparent to us. It is, however, important as regards this observation that one human being can be a complete enigma to another. We learn this when we come into a strange country with entirely strange traditions; and, what is more, even given a mastery of the country's language. We do not understand the people. If a lion could talk, we could not understand him. —Ludwig Wittgenstein

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“…Drewelow and Theobald () determined that NNS French teachers had higher standards than French NSs. Chastain () concluded from a comparable finding that classroom learners are bound to obtain an inflated sense of how much accuracy NSs expect. There is no definitive explanation for why different studies yielded such different outcomes.…”

Section: Native Speaker and Teacher Modelsmentioning

confidence: 99%

Variable beliefs about the need for accuracy in the oral production of German: an exploratory study

Chavez

2013

Int J App Linguistics

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This study explores how learner variables interact with beliefs about the need for morphosyntactic, lexical, phonological, and pragmatic accuracy in oral foreign language production for four purposes: comprehensibility and pleasantness (respectively) to native speakers (NSs), a course grade of A, and a sense of personal accomplishment. Three-hundred-and-forty-nine first-, second-, and third-year American college learners of German rated 19 items representing different features of German on four 5-point Likert scales, for a total of 76 ratings. Females, students whose primary motivation was the intellectual challenge, and to a lesser extent, high achievers, were particularly concerned with accuracy although these groups associated the need for accuracy with different purposes. Experiences with NSs, either abroad or resident in the learners' home country, exercised only a modest influence and, against expectation, were associated with a diminished belief in the need for accuracy when speaking with NSs and mostly, but not exclusively, an increased belief in the need for accuracy so as to achieve a sense of personal accomplishment. Response patterns associated with the variable of time abroad only partially overlapped with those associated with the variable of experience with NSs (which could be on site), suggesting that the context in which authentic experiences happen makes a difference. Moreover, learners with very short times abroad gave distinctly different responses from those who had been abroad for somewhat longer periods or not at all. Learners who said that in class they focus on grammatical and lexical accuracy did not report more stringent beliefs about the need for accuracy in these areas.

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Native Speaker Reaction to Instructor-Identified Student Second-Language Errors

Cited by 18 publications

References 0 publications

Error Gravity: A Critical Review of Research Design

Error Gravity: A Critical Review of Research Design

The Effect of Familiarity on the Comprehensibility of Nonnative Speech

Variable beliefs about the need for accuracy in the oral production of German: an exploratory study

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