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The effect of metalinguistic information in conjunction with dictogloss tasks on L2 learning. Sano, Fujiko. Yokohama National University [email protected]. Research on t he role of noticing. Howeve r,. - PowerPoint PPT Presentation
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The effect of metalinguistic information in conjunction with dictogloss tasks on L2 learning
Sano, Fujiko
April 19, 2023 1
Yokohama National University [email protected]
Research on the role of noticing
Research on how noticing can take place through different method types
Dictogloss activities have been used to investigate the effects of noticing
Positive effects of output-based instruction
April 19, 2023 2
However,
Combination of output-based instruction and input-based instruction has not been extensively carried out.
How noticing could affect the subsequent learning of the target feature has not yet been thoroughly investigated.
April 19, 2023 3
April 19, 2023 4
Needs to investigate the effects of follow-up instruction after dictogloss activities
This study
Background of the study
Noticing is prerequisite for learning.
Output promotes noticing.
April 19, 2023 5
Dictogloss activities
1) Students listen to a text twice.
2) They are allowed to write keywords or phrases only while listening.
3) Students form small groups and communicate about the content of the given story, occasionally pay attention to and discuss linguistically problematic forms.
4) Each group reconstruct the story.April 19, 2023 6
Focus on form
Attention to forms within the context of communicative activities (Long, 1990).
April 19, 2023 7
The key features of FFI:
An overall emphasis on the communication of meaning.
A brief diversion from the emphasis on communication to focus on language as object.
A problem-based trigger for the diversion.
⇒Form-Focused Instruction is best accommodated after communicative language learning.
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Problematicity
Problematicity / Grammatical difficulty:
1) frequency,
2) saliency,
3) functional value,
4) regularity, and
5) processability (Ellis, 2006).
Thus, a problematic grammatical feature is feasibly targeted in FFI.
April 19, 2023 9
Types of focus on form (Ellis, Basterkmen, & Loewen, 2001)
a) Preemptive – attempt by the teacher to initiate explicit attention to a linguistic form because it is problematic at a particular moment in the discourse.
b) Reactive – occurs when a learner has said something that contains a real or perceived error and the teacher or another learner responds to this error,
April 19, 2023 10
The study
Preemptive focus on form
Conversational and didactic focus on form interactions
Explicit didactic instruction vs. enhanced inputApril 19, 2023 11
Research questions
1) What are the relative effects of enriched input (implicit) and provision of (explicit) didactic instruction on the learning of the past hypothetical conditional?
2) What are the learners’ proficiency effects on the learning of the past hypothetical conditional?
April 19, 2023 12
The target grammatical feature
The past hypothetical conditional in English:
Consists of two clauses:
(1) subordinate clause, (2) main clause.
Requires an accurate form of
(a) modal verb, and (b) past participle.
April 19, 2023 13
The participants
Japanese university students
Number: 135
Age: ranging from 18 to 20 years old,
Background: • enrolled in three first-year English classes in
the engineering department. • completed 6 years of study of English as a
foreign language before entering university. April 19, 2023 14
The number of each class for data analysis
Exclusion from the study:• the absentees of any one of the five sessions,• returnees, foreign students, • those students who scored more than 95% or less
than 5%
Class 1 (advanced) 41 22
Class 2 (intermediate) 46 36
Class 3 (intermediate) 48 30April 19, 2023 15
Three groups
Explicit didactic Enriched
instruction input
------------------------------------------------------
Advanced Class 1
(N=22)
Intermediate Class 3 Class 2
(N=36) (N=30)
-------------------------------------------------------April 19, 2023 16
Research Design
a pretest, immediate and delayed post-tests design
involving:
1) Dictogloss + Didactic Grammar Instruction Group (high proficiency)
2) Dictogloss +Enriched Input Group (intermediate proficiency)
3) Dictogloss + Didactic Grammar Instruction Group (intermediate proficiency)
April 19, 2023 17
Procedure
carried out in 5 class sessions over a period of nine weeks
Week 1: Pretest
<2 weeks>
Week 3: Practice
Week 4: Treatment (1)
Week 5: Treatment (2) + Immediate post-test
<4 weeks>
Week 9: Delayed post-testApril 19, 2023 18
Dictogloss activity sequence
1) The participants listened to a short story twice. Two “if” clauses and two main clauses were included in a 78-word story.
2) The participants worked in groups of 3. They interacted in their L1 while they were reconstructing the story.
3) After the completion of the reconstruction task, the written text was provided for post-task instruction.
April 19, 2023 19
Tests
Pretest, immediate-post-test, and delayed post-test included:
(1) a recognition test to assess the participants’ receptive knowledge of the target feature
(2) a written production test to assess their language use.
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Coding of production test
One point was given to each aspect that determines the past hypothetical conditional.
If … had + p.p. …, … would have + p.p.
1, 1, 1, 1, 1, 1, 1
total=7
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Results
1) To measure the effectiveness of different options of grammar teaching, improvements from pretests to posttests were compared across the groups with repeated measure ANOVAs.
2) The average difference level -- .05 for all analyses in this study.
3) No significant differences between the two groups at the starting point
4) Statistical significances between the scores of pretest and immediate post-test, and pretest and delayed post-test, and significant interaction effect
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Grammar recognition test results: Classes 2 & 3
class Test average
2 Pretest 10.355
Immediate post-test 12.129
Delayed post-test 12.645
3 Pretest 9.963
Immediate post-test 14.926
Delayed post-test 14.556
April 19, 2023 23
Recognition tests: Classes 2 & 3 (F(1, 56)=37.797, p<.001)
April 19, 2023 24
Production test results —Classes 2 & 3
Class Test average
2 Pretest 27.833
Immediate post-test 41.389
Delayed post-test 40.611
3 Pretest 25.067
Immediate post-test 49.100
Delayed post-test 49.433
April 19, 2023 25
Production tests: Classes 2 and 3 (F(1, 64)=166.482, p<.001)
April 19, 2023 26
To sum
greater effects
metalinguistic instruction
> enriched input
April 19, 2023 27
Differences of proficiency level• Different proficiency levels groups (Classes 1 and 3)
• metalinguistic instruction
• the pretest to immediate and delayed post-tests
• The results of ANOVAs showed statistical
significance at the starting point
• no statistical significance between the scores of immediate and pretest of Class 1 and 3
April 19, 2023 28
Grammar recognition test results: Classes 1 & 3
class Test average
1 Pretest 12.000
Immediate post-test 15.455
Delayed post-test 14.318
3 Pretest 9.963
Immediate post-test 14.926
Delayed post-test 14.556
April 19, 2023 29
Recognition tests: Classes 1 & 3 (F(1, 47)=57.251, p<.001)
April 19, 2023 30
Production test results: Classes 1 & 3
class Test average
1 Pretest 36.864
Immediate post-test 46.727
Delayed post-test 49.182
3 Pretest 25.067
Immediate post-test 49.100
Delayed post-test 49.433
April 19, 2023 31
Production tests: Classes 1 & 3 (F(1, 50)=145.948, p<.001)
April 19, 2023 32
To sum:
The results of both recognition and production tests indicated that explicit metalinguistic instruction gave greater effects on Class 3, whose starting points were lower than the other class.
April 19, 2023 33
Discussion Explicit instruction served better to promote L2 learners’
use in a classroom setting. However, this does not necessarily mean that L2 learners
acquired the target feature by way of the combination of “noticing, collaborative reflection, collaborative language production, and follow-up form-focused instruction”.
The development shown in the results of this study may only indicate the development of L2 learners’ interlanguage which is based on metalinguistic knowledge, and not represent their acquired implicit knowledge.
To investigate the distinct nature of grammar knowledge, different types of grammar tests would be needed, such as oral imitation test.
April 19, 2023 34
Knowledge of the target feature
anomalous and inconsistent systematic
Out of the six characteristics of implicit and
explicit knowledge that Ellis (2008) classified, only one characteristic of implicit knowledge was gained though dictogloss and explicit FFI.
This may indicate that explicit teaching and learning can foster a part of implicit knowledge of the second language.
April 19, 2023 35
Language learning in EFL context:
Explicit knowledge: the most feasible and learnable Accumulating explicit knowledge + experiencing
opportunities to produce the language + explicit knowledge base automatic use of declarative knowledge procedural knowledge
Task-based language teaching should be deployed to foster L2 learners’ procedural knowledge of rules.
In order not to miss out on the target feature to be used in the task, dictogloss will provide more frequent opportunities to use the declarative knowledge that L2 learners gained in the context of instructed SLA.
April 19, 2023 36
Conclusion
(1) Greater effects by metalinguistic instruction than implicit enriched input for the development of grammatical recognition and grammatical knowledge use
(2) The effects maintained for a long term of at least four weeks
(3) Effects gained across the different levels of proficiency
(4) Interaction / collaborative dialogue in L1 was effective.
April 19, 2023 37
Limitations and future research
Future research might need to deploy two types of tests:
1) elicitation tests (performance-based tests) 2) unplanned communicative language use.
Thus, a battery of tests that measure both implicit and explicit L2 grammatical knowledge will be able to clarify interlanguage development.
April 19, 2023 38
Bibliography Ellis, R. (2004). The definition and measurement of explicit
knowledge. Language Learning 54, 227-275. Ellis, R. (2005). Instructed language learning and task-based teaching.
In E. Hinkel. (Ed.). Handbook of research in second language teaching and learning, (pp. 713-728). Mahwah, New Jersey: Lawrence Erlbaum.
Ellis, R. (2006). Modeling learning difficulty and second language proficiency: the differential contributions of implicit and explicit knowledge. Applied Linguistics 27, 432-463.
Ellis, R. (2008). Investigating grammatical difficulty in second language learning: Implications for second language acquisition research and language testing. International Journal of Applied Linguistics 18, 4-22.
Ellis, R., Basturkmen, H., and Loewen, S. (2001). Learner uptake in communicative ESL lessons. Language Learning 51, 281-318.
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