Learners' Beliefs as Mediators of What Is Noticed and Learned in the Language Classroom

Kartchava, Eva; Ammar, Ahlem

doi:10.1002/tesq.101

Cited by 37 publications

(32 citation statements)

References 75 publications

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“…The items were randomized prior to the survey administration, which took place during the first week of classes. The questionnaire had been piloted on a similar pop-VOLUmE 33, iSSUE 2, 2016 ulation and validated in previous research (Kartchava & Ammar, 2014). In Part 1, demographic information on the participants was gathered, including their linguistic background.…”

Section: Beliefs Questionnairementioning

confidence: 99%

Learners’ Beliefs About Corrective Feedback in the Language Classroom: Perspectives from Two International Contexts

Kartchava

2016

TESL Canada

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This study compared the beliefs college-level students hold about corrective feedback in different learning contexts: English as a second language (Canada, n = 197) and English as a foreign language (Russia, n = 224 Learner beliefs, defined as learners' metacognitive knowledge about learning (Wenden, 1999), are seen as "significant learner characteristics to take into account when explaining learning outcomes" (Dörnyei & Ryan, 2015, p. 187) because they shape and affect the way learners go about the task of learning (e.g., Breen, 2001; Fox, 1993;Horwitz, 1985Horwitz, , 1999Mori, 1999;Tanaka, 2004 learners hold about language acquisition, but also revealed factors that could shape those beliefs. These may include

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Section: Beliefs Questionnairementioning

confidence: 99%

Learners’ Beliefs About Corrective Feedback in the Language Classroom: Perspectives from Two International Contexts

Kartchava

2016

TESL Canada

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“…To ensure that in-depth processing of the target structure occurs, learners should be made aware of both the corrective force of feedback and the fact that the error needs to be attended to and processed. Kartchava and Ammar (2014b), for example, found a positive correlation between learners' noticing of CF and their belief of the importance of error correction. Although the decision over the importance or lack of importance of accuracy is something that learners make on their own, this does not mean that instructors have no role to play in it.…”

Section: ) L1mentioning

confidence: 97%

The Effects of Explicit Recasts and Output-only Prompts on Learning L2 Grammar

Sarandi¹,

Çeli̇k²

2018

HUJE

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This quasi-experimental study investigates the potential benefits of two types of corrective feedback strategies, explicit recasts and output-only prompts, on the acquisition of English third person '-s'. Thirty-six language learners in three intact classes from a university in Istanbul were assigned into two experimental groups and a control group and completed communicative tasks that made the use of the target language necessary. The explicit recast was operationalized as repetition of erroneous utterances followed by supra-segmental manipulation where stress and intonation were employed to make the corrective force of recasts salient. Output-only prompts were operationalized as repetition and elicitation. Acquisition was measured through untimed grammaticality judgment tests (UGJT) and oral narration tasks that were administered prior to the instructions, immediately after the instructions and 10 days later. The analysis of data revealed a clear advantage of explicit recast on the oral measures of the immediate posttest, and to lesser extent, the delayed posttest. The findings suggested that, at least in some EFL contexts, explicit recasts might have a more positive impact on the acquisition process than output-only prompts.

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“…Prompts that aim to elicit the correct form from the learner were also further distinguished by Kartchava and Ammar (2014) as full or partial repetition, elicitation and metalinguistic information. In response to *He go to the movies yesterday, the teacher may choose any of the 4 subtypes of prompts: As can be seen above, corrective feedback can be offered in the form of addition, deletion, substitution or reordering (Ellis & Sheen, 2006).…”

Section: Oral Corrective Feedback In Slamentioning

confidence: 99%

Researching Oral Feedback in the Foreign Language Classroom

Csépes¹

2016

HERJ

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Oral feedback to learners in foreign language learning has been in the focus of attention of researchers for a long time. While research in second language acquisition (SLA) has classified various types of oral corrective feedback and explored their perceptions by learners (e.g. Ellis & Sheen, 2006) as well as their effectiveness (e.g. Lyster & Ranta, 1997;Lyster & Saito, 2010), the role of oral feedback has also been discussed in the context of general pedagogy, where it has been promoted as an integral part of formative assessment, or assessment for learning (Black & Wiliam, 1998;Boud & Falchikov, 2006;Carless, 2006Carless, , 2007. According to the latter view, oral feedback is regarded as a form of assessment of learner performance, which can be characterised by a collaborative and interaction-based approach and is expected to be meaningful, constructive and motivating for learners. In this paper, an attempt is made to relate the SLA findings to general pedagogy in order to make recommendations for the use of oral corrective feedback in the foreign language classroom.

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Learners' Beliefs as Mediators of What Is Noticed and Learned in the Language Classroom

Cited by 37 publications

References 75 publications

Learners’ Beliefs About Corrective Feedback in the Language Classroom: Perspectives from Two International Contexts

Learners’ Beliefs About Corrective Feedback in the Language Classroom: Perspectives from Two International Contexts

The Effects of Explicit Recasts and Output-only Prompts on Learning L2 Grammar

Researching Oral Feedback in the Foreign Language Classroom

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