| تعداد نشریات | 24 |
| تعداد شمارهها | 880 |
| تعداد مقالات | 7,866 |
| تعداد مشاهده مقاله | 14,685,091 |
| تعداد دریافت فایل اصل مقاله | 12,539,226 |
The Role of Noticing in L2 Learners’ Production of Intonation Patterns | ||
| Teaching English as a Second Language Quarterly | ||
| مقاله 6، دوره 31، شماره 1، مرداد 2012، صفحه 141-170 اصل مقاله (1.48 M) | ||
| نوع مقاله: Research Paper | ||
| شناسه دیجیتال (DOI): 10.22099/jtls.2012.335 | ||
| نویسندگان | ||
| Azizallah Mirzaee1؛ Zahra زهرا2؛ Maryam Ranjbar2 | ||
| 1Assistant Professor | ||
| 2M.A. in TEFL | ||
| چکیده | ||
| This study was an attempt to explore the role that the increased perceptual saliency of L2 input features or output flaws and hereby promoting L2 learners’ noticing (through planned instructional activities) can play in the learners’ use of correct English intonation patterns. The participants were 80 Iranian EFL students attending four intact classes, two low-intermediate and two upper-intermediate levels, in a language institute in Shahrekord. The classes at each level were assigned to control and experimental groups. The experimental groups received the noticing-enhancing instruction while listening to native speakers' English audio-recorded on a CD and through in-class intonation assessment tasks, repeated activation of intonation patterns in both L2 input and output, metalinguistic explanations, picture descriptions, and interactive role-playings. An English native-speaker instructor was then hired to rate the learners’ audio-recorded data at both pretest and posttest times. The results of the statistical data analysis demonstrated that both the ‘noticing groups’ achieved significant improvement from their pretests to their posttests. Complementary gain score analysis indicated that the attainment of the lower-level group was relatively more than that of the higher-level group, perhaps due to the fact that they initially had more room for improvement. It is finally discussed that selective attention, or noticing, can influence the processing of the commonly neglected aspects of L2 input and thus leads to more learning. The findings also suggest that L2 practitioners include in their pedagogy activities that aim to increase the prominence or saliency of such intrinsic features of L2 input and communication in order to make them available for processing and internalization. | ||
| کلیدواژهها | ||
| noticing؛ perceptual saliency؛ planned instructional activities؛ and intonation patterns | ||
| مراجع | ||
|
Acton, W. (1987). Changing fossilized pronunciation. TESOL Quarterly, 18, 71–85.
Anderson, J. R. (2000). Learning & memory: An integrated approach (2nd Ed.). New York: John Wiley & Sons, Inc.
Anderson-Hsieh, J. (2002). Using electronic visual feedback to teach suprasegmentals. System, 20, 51-62.
Aufderhaar, C. (2004). Learner views on using authentic audio to aid pronunciation: “You can just grab some feeling”. TESOL Quarterly, 38 (4), 735–746.
Boyle, J. P. (1997). Perspective on stress and intonation in language learning. System, 15 (2), 189-195.
Brazil, D., Coultard, M. & Johns, C. (1980). Discourse intonation and language teaching. London: Longman.
Burrill, C. (1985). The sensitive period hypothesis: A review of literature regarding acquisition of native-like pronunciation in a second language. Paper presented at a meeting of the TRI-TESOL Conference. Bellevue.
Carrol, S. E. (2006). Salience, Awareness and SLA. Proceedings of the 8th Generative Approaches to Second Language Acquisition Conference (GASLA 2006), 17-24. Somerville, MA: Cascadilla Proceedings Project
Celce-Murcia, M., Brinton, D. M., & Goodwin, J. (2010). Teaching pronunciation. A reference for teachers of English to speakers of other languages. Cambridge: Cambridge University Press.
Champagne-Muzar, C., Schneiderman, E. I., & Bourdages, J. S. (1993). Second language accent: The role of the pedagogical environment. International Review of Applied Linguistics, 31, 143–160.
Chan, C. & Siegel, L. (2001). Phonological processing in reading Chinese among normally achieving and poor readers. Journal of Experimental Child Psychology, 80, 23-43.
Chun, D. (2002). The neglected role of intonation in communicative competence and proficiency. The Modern Language Journal, 72 (3), 295–302.
Cohen, J. W. (1988). Statistical power analysis for the behavioral sciences (2nd Ed.). Hillsdale, NJ: Lawrence Erlbaum Associates.
Cook, A. (2000). American accent training (2nd Ed.). United States: Matrix Press.
Couper, G. (2006). The short and long-term effects of pronunciation instruction, Prospect, 21, 46-66.
Cruttenden, A. (2001). Intonation. Cambridge: Cambridge University Press.
DeKeyser, R. (2000). The robustness of critical period effects in second language acquisition. Studies in Second Language Acquisition, 22, 499-533.
Derwing, T. M. & Munro, M. J. (2006). Second language accent and pronunciation teaching: a research-based approach. TESOL Quarterly, 39 (3), 379-397.
Derwing, T., Munro, M. J. & Wiebe, G. (1998): Pronunciation instruction for “fossilized” learners: Can it help? Applied Language Learning, 8, 217-235.
Doughty, C. (2001). Cognitive underpinnings of focus on form. In P. Robinson (Ed.). Cognition and second language instruction (pp. 206-257). Cambridge: Cambridge University Press.
Doughty, C. (2004). Effects of instruction on learning a second language: A critique of instructed SLA research. In B. VanPatten, J. Williams, S. Rott, & M. Overstreet (Eds.). Form-Meaning connections in second language acquisition (pp. 181-202 ). Mahwah, N. J.: Lawrence Erlbaum Association.
Edwards, J. G. H. & Zampini, M. L. (2008). Phonology and second language acquisition. Amsterdam : Benjamins.
Ellis, N. C. (2007). The weak interface, consciousness, and form-focused instruction: Mind the doors. In H. Nassaji, and S. Fotos (Eds.). Form-focused instruction and teacher education: Studies in honour of Rod Ellis (pp. 17-34). Oxford: Oxford University Press.
Ellis, N. C. & Sagarra, N. (2011). Learned attention in adult language acquisition. Studies in Second Language Acquisition, 33, 589-624.
Ellis, R. (2002). ‘Does form-focused instruction affect the acquisition of implicit knowledge?’ Studies in Second Language Acquisition. 24 (2), 223-226.
Ellis, R. (2003). Task-Based language learning and teaching. Oxford: Oxford University Press.
Ellis, R. (2006). Current issues in the teaching of grammar: An SLA perspective. TESOL Quarterly, 40 (1), 83-107.
Field, J. (2005). Intelligibility and the Listener: The Role of Lexical Stress. TESOL Quarterly, 39(3), 399-423.
Fledge, J. (1987). A critical period for learning to pronounce second language? Applied Linguistics, 8, 162-177.
Florez, M. C. (1998). Improving adult ESL learners’ pronunciation skills. ERIC Digest. Retrieved July12, 2010, from www.cal.org/caela/digests/ Pronun.html.
Fotos, S. & Nassaji, H. (2007). Form-focused instruction and teacher education: Studies in honour of Rod Ellis. Oxford: Oxford University Press.
Fraser, H. (2000). Coordinating improvements in pronunciation teaching for adult learners of English as a second language. ANTA Innovative Project. Canberra: DETYA.
Fraser, H. (2006). Helping teachers help students with pronunciation: A cognitive approach. Prospect: An Australian Journal of TESOL.
Fraser, H. & Perth, H. F. (1999). ESL pronunciation teaching: Could it be more effective? Presented at the ALAA conference., Akmidale: University of New England.
Gilbert, J. B. (2006). Changes in pronunciation standards from a cross-atlantic perspective. Speak Out!, 36, 6-14.
Grant, L. (2001). Well said: Pronunciation for clear communication (2nd Ed.). Boston: Heinle & Heinle Publishers.
Hall, S. (1997). Integrating pronunciation for fluency in presentation skills. Paper presented at the Annual Meeting of the Teachers of English to Speakers of Other Languages, Orlando. Retrieved July 20, 2010 from www.personal.une.edu.au/hfraser/docs/.
Harmer, J. (2001). The practice of English Language teaching (3rd Ed.). China: Pearson Education Limited.
Hauser, E. (1999). Explicit and incidental instruction and learner awareness. Unpublished M.A. thesis, University of Hawaii.
Hebert, J. (2002). Prac TESOL: It’s not what you say, but how you say it! In J., Richards & W. A., Renandya (Eds.) Methodology in language teaching: An anthology of current practice (pp. 188-200). Cambridge: Cambridge University Press.
Jones, R. H. (2002). Beyond ’listen and repeat’: Pronunciation teaching materials and theories of second language acquisition. In J., Richards & W. A. Renandya (Eds.). Methodology in language teaching: An anthology of current practice (pp. 178-187). Cambridge: Cambridge University Press.
Jull, D. (1987). Traditional techniques in the teaching of pronunciation. TESL Talk, 17, 118-124.
Kelly, G. A. (2000). How to teach pronunciation. Harlow: Longman.
Krashen, S. (1982). Principles & practice in second language acquisition. New York: Pergamon.
Krashen, S. (1984). Immersion: Why it works and what it has taught us. Language and Society. 12, 61-64.
Laufer, B. & Hulstijn, J. (2001). Incidental vocabulary acquisition in a second language: The construct of task-induced involvement. Applied Linguistics, 22, 1-26.
Leather, J. & James, A. (1991). The acquisition of second language speech. Studies in Second Language Acquisition, 13, 305-331.
Leow, R. P. (2000). A study of the role of awareness in foreign language behavior: aware versus unaware learners. Studies in Second Language Acquisition, 22, 557–584.
Levis, J. M. (2005). Changing contexts and shifting paradigms in pronunciation teaching. TESOL Quarterly, 39 (3), 369-378.
Levis, J. M., & Grant, L. (2003). Integrating pronunciation into ESL/EFL classrooms. TESOL Journal, 12 (2), 13-19.
Liddicoat, A. J. & Curnow, T. J. (2004). Language descriptions. In A. Davies & C. Elder (Eds.). Handbook of Applied Linguistics (pp. 25-53). Blackwell: Oxford.
Lynch, L. M. (2005). Grammar teaching: implicit or explicit? Retrieved July 20, 2010, from htt://ezineariticles.com/?Grammar-Teaching:-Implicit-or-Explicit?&id=89342.
Lyster, R. (2004). Differential effects of prompts and recasts in form-focused instruction. Studies in Second language Acquisition, 26, 399-407.
McCarthy, M. (1991). Discourse analysis for language teachers. Cambridge: Cambridge University Press.
Meyers. R. K. (1981). A new approach to the teaching of weak forms. ELT Journal, 35, 421-426.
Morely, J. (1979). Improving spoken English. Ann Arbor, MI: University of Michigan Press.
Morley, J. (1991). The pronunciation component in teaching English to speakers of other languages. TESOL Quarterly, 25, 481–520.
Morley, J. (Ed.). (1999). Current perspectives on pronunciation: Practices anchored in theory. Washington (D.C.): TESOL.
Muranoi, H. (2007). Output practice in the L2 classroom. In R. M. Dekeyser (Ed.). Practice in a second language: Perspectives from applied linguistics and cognitive psychology (pp. 51-84). Cambridge: Cambridge University Press.
Murphy, J. (2003). Pronunciation. In D., Nunan (Ed.). Practical English Language teaching (pp.111-128). Boston: McGraw-Hill.
Fotos, S. & Nassaji, H. (2007). Form-focused instruction and teacher education: Studies in honor of Rod Ellis. Oxford: Oxford University Press.
Norris, J. & Ortega, L. (2000). ‘Effectiveness of L2 instruction: A research synthesis and quantitative meta-analysis.’ Language Learning, 50 (3), 417-428.
O’Grady, W. (2003). The radical middle: Nativism without universal grammar. In C. Doughty & M. H. Long (Eds.). Handbook of second language acquisition (pp. 43-63). Oxford: Blackwell Publishing.
Peat, J. (2001). Health science research: A handbook of quantitative methods. Sydney: Allen & Unwin.
Philp, J. (2003). Constraints on ‘noticing the gap’: Non-native speakers’ noticing of recasts in NS-NNS interaction. Studies in Second Language Acquisition, 25, 99-126.
Pica, T. (1984). Pronunciation activities with an accent on communication. English Teaching Forum. 22 (3), 2-6.
Prator, C.H. & Robinett, B.W. (1985). Manual of American English pronunciation for adult foreign students (4th Ed.). New York: Holt, Rineharte Winston.
Purcell, E. T. & Suter, R. W. (1980). Predictors of pronunciation accuracy. A reexamination. Language Learning, 30, 271–287.
Ramirez Verdugo, D. (2005). Using a multi-sensory approach to intonation. Speak Out!, 34, 29–35.
Ranalli, J. M. (2002). Discourse intonation: To teach or not to teach? Birmingham: University of Birmingham.
Richards, J. C. (2005). Intro (3rd Ed.). Cambridge: Cambridge University Press.
Richards, C. J., Null, J. & Proctor, S. (2005). Interchange 1 (3rd Ed.). Cambridge: Cambridge University Press.
Robinson, P. (1995). Attention memory and the noticing hypothesis. Language Learning, 45, 283-331.
Rose, K. & Ng, C. (2001). Inductive and deductive teaching of compliments and compliment responses. In K., Rose & G., Kasper (Eds.). Pragmatics in language teaching (pp. 145–170). Cambridge: Cambridge University Press.
Sakai, H. (2011). Do recasts promote noticing the gap in L2 learning? Asian EFL Journal, 1, 357-385.
Samuda, V. (1993). Pronunciation textbooks. TESOL Quarterly, 27 (4), 757-761.
Schmidt, R. (1990). The role of consciousness in second language learning. Applied Linguistics, 11, 129-158.
Schmidt, R. (1993). Awareness and second language acquisition. Annual Review of Applied Linguistics, 13, 206-226.
Schmidt, R. (2001). Attention. In P. Robinson (Ed.). Cognition and second language instruction (pp. 1-33). New York: Cambridge University Press.
Setter, J. & Jenkins, J. (2005). Pronunciation. Language teaching, 38 (1), 1–17.
Simard, D. & Wong, W. (2001). Alertness, orientation, and detection: The conceptualization of attentional functions. Studies in second language acquisition, 23, 103–124.
Soleimani, H., Ketabi, S., & Talebinejad, M. R. (2008). The Noticing function of output in acquisition of rhetorical structure of contrast paragraphs of Iranian EFL university students. Linguistik online, 34 (2), 59-74.
Swain, M. (1998). Focus of form through conscious reflection. In C. Doughty and J. Williams (Eds.). Focus on form in classroom SLA (pp. 64-81). Cambridge: Cambridge University Press.
Takahashi, S. (2001). The role of input enhancement in developing pragmatic competence. In K., Rose & G., Kasper (Eds.). Pragmatics in language teaching (pp. 171-199). Cambridge: Cambridge University Press.
Tateyama, Y. (2001). Explicit and implicit teaching of pragmatic routines: Japanese sumimasen. In G., Rose, G., Kasper (Eds.). Pragmatics in language teaching (pp. 200-222). Cambridge: Cambridge University Press.
Tench, P. (2006). An applied interlanguage experiment into phonological misperceptions of adult learners. International journal of English studies, 1 (1), 257–276.
Truscott, J. & Sharwood Smith, M. (2011). Input, intake, and consciousness. Studies in Second Language Acquisition, 33, 497-528.
Yanli, L. (2008). The effectiveness of interactive instruction on the intonation learning of Chinese college learners. Cross-cultural Communication, 4 (1), 90-103.
Yang, Y. & Lyster, R. (2010). Effects of form-focused practice and feedback on Chinese EFL Learners' acquisition of regular and irregular past tense forms. Studies in Second Language Acquisition, 32 (2), 235-263.
Yang, L. and Zhang, L. (2010). Exploring the role of reformulations and a model text in EFL students’ writing performance. Language Teaching Research, 14 (4), 464-484. | ||
|
آمار تعداد مشاهده مقاله: 4,526 تعداد دریافت فایل اصل مقاله: 4,846 |
||