A Few Considerations in Using Textual Input Enhancement Based on the Cognitive View
2
조회
0
다운로드
2
인용
0
참고문헌
키워드
초록
The purpose of the present study is to examine the role of attention in language learning and how it affects focus-on-form instruction. It also suggests some considerations in using textual input enhancement, which is a common technique of focus-on-form instruction in non-communicative context. In order to give better understanding of the role of attention as the construct of focus-on-form instruction, some cognitive views related to the role of attention in language learning and their relationship were examined and various studies related to textual input enhancement were reviewed in terms of the additional tasks accompanied and their effectiveness. In conclusion, the critical role of attention in focus-on-form instruction, depletion of attention on comprehension when learners' attention is prioritized forms over meaning, and more elaborate ways to enhance input such as explicit rule explanation. teacher's additional feedback or input flood should be considered for more successful use of textual input enhancement in EFL classrooms.
Abstract
The purpose of the present study is to examine the role of attention in language learning and how it affects focus-on-form instruction. It also suggests some considerations in using textual input enhancement, which is a common technique of focus-on-form instruction in non-communicative context. In order to give better understanding of the role of attention as the construct of focus-on-form instruction, some cognitive views related to the role of attention in language learning and their relationship were examined and various studies related to textual input enhancement were reviewed in terms of the additional tasks accompanied and their effectiveness. In conclusion, the critical role of attention in focus-on-form instruction, depletion of attention on comprehension when learners' attention is prioritized forms over meaning, and more elaborate ways to enhance input such as explicit rule explanation. teacher's additional feedback or input flood should be considered for more successful use of textual input enhancement in EFL classrooms.
참고문헌 (41)
- Alanen, R., "Input enhancement and rule presentation in second language acquisition. in : Attention and awareness in foreign language learning", pp.259~302 (1995), University of Hawaii Press
- Bley-Vroman, R., "What is the logical problem of foreign language learning?. in : Linguistic perspectives on second language acquisition" (1989), Cambridge University Press
- Brown, H. D, "Principles of language learning and teaching. (4th ed.)" (2000), Prentice Hall Regents
- Chomsky, N., "Current issues in linguistic theory" (1964), Mouton
- Corder, S. P., "The significance of learners’ errors", International Review of Applied Linguistics, 5, pp.161~170 (1967)
- Dekeyser, R. M., "The differential role of comprehension and production practice", Language Learning, 46, pp.613~642 (1996)
- Doughty, C., "Second language instruction does make a difference: Evidence form an empirical study of ESL relativization", Studies in Second Language Acquisition, 13, pp.431~469 (1991)
- Ellis, R., "Interpretation tasks for grammar teaching", TESOL Quarterly, 29(1), pp.87~105 (1995)
- Gass, S., "Integrating research areas: A framework for second language studies", Applied Linguistics, 9, pp.198~217 (1988)
- Gass, S., "Input, interaction, and the second language learner" (1997), Lawrence Erlbaum Associates
- Greenslade, T., "Attending to form and content in processing L2 reading texts", Spanish Applied Linguistics, 3, pp.65~90 (1999)
- Jourdenais, R., "Does textual enhancement promote noticing?: A think aloud protocol analysis. in : Attention and awareness in foreign language learning" (1995), University of Hawai’i
- Krashen, S., "Principles and practice in second language acquisition" (1982), Pergamon Press
- Lee, J., "The relationship of verb morphology to second language reading comprehension and input processing", The Modern Language Journal, 82, pp.33~48 (1998)
- Leeman, J., "Integrating attention to form with meaning: Focus on form in content-based Spanish instruction. in : Attention and awareness in foreign language learning", pp.217~258 (1995), University of Hawai'i
- Leow, R., "The effects of input enhancement and text length on adult L2 readers’ comprehension and intake in second language acquisition", Applied Language Learning, 8, pp.151~182 (1997)
- Leow, R., "A study of the role of awareness in foreign language behavior: Aware versus unaware learners", Studies in Second Language Acquisition, 22, pp.557~584 (2000)
- Lightbown, P., "Anniversary article: Classroom SLA research and second language teaching", Applied Linguistics, 21(4), pp.431~462 (2000)
- Long, M., "Focus on form: A design feature in language teaching methodology. in : Foreign language research in crosscultural perspective", pp.39~52 (1991), John Benjamins
- Long, M., "The role of the linguistic environment in second language acquisition. in : Handbook of second language acquisition", pp.413~468 (1996), Academic Press
- McLaughlin, B., "Second language learning: An information-processing perspective", Language Learning, 33, pp.135~158 (1983)
- Overstreet, M., "Text enhancement and content familiarity: The focus of learner attention", Spanish applied Linguistics, 2, pp.229~258 (1998)
- Robinson, P., "Attention, memory, and the “noticing” hypothesis", Language Learning, 45, pp.283~331 (1995)
- Robinson, P., "Cognition and second language instruction" (2001), Cambridge University Press
- Rosa, E., "Explicitness, intake and the issue of awareness: Another piece to the puzzle", Studies in Second Language Acquisition, 21, pp.511~556 (1999)
- Schmidt, R., "The role of consciousness in second language learning", Applied Linguistics, 11(2), pp.129~158 (1990)
- Schmidt, R., "Awareness and second language acquisition", Annual Review of Applied Linguistics, 13, pp.206~226 (1993)
- Schmidt, R., "Consciousness and foreign language learning: A tutorial on the role of attention and awareness in learning. in : Attention and awareness in foreign learning", pp.1~64 (1995), University of Hawai’i
- Schmidt, R., "Attention. in : Cognition and second language instruction", pp.3~32 (2001), Cambridge University Press
- Sharwood Smith, M., "Speaking to many minds: On the relevance of different types of language information for the L2 learner", Second Language Research, 7(2), pp.118~132 (1991)
- Sharwood Smith, M., "Input enhancement in instructed SLA: Theoretical bases", Studies in Second Language Acquisition, 15, pp.165~179 (1993)
- Shook, K. J., "FL", L2 reading, grammatical information, and the input-to- intake phenomenon, 1994, pp.5, 57~93
- Skehan. P., "A framework for the implementation of task-based instruction", Applied Linguistics, 17, pp.38~62 (1996)
- Skehan, P., "A cognitive approach to language learning" (1998), Oxford University Press
- Tomlin, R., "Attention in cognitive science and second language acquisition", Studies in Second Language Acquisition, 16, pp.183~203 (1994)
- VanPatten, B., "Attending to form and content in the input: An experiment in consciousness", Studies in Second Language Acquisition, 12, pp.287~301 (1990)
- VanPatten, B., "Grammar teaching for the acquisition-rich classroom", Foreign Language Annals, 26(4), pp.435~450 (1993)
- VanPatten, B., "Input processing and grammar instruction in second language acquisition" (1996), Ablex
- VanPatten, B., "From input to output: A teacher’s guide to second language acquisition" (2003), McGraw Hill
- White, J., "Getting the learners’ attention: A typographical input enhancement. in : Focus on form in classroom second language acquisition", pp.91~128 (1998), Cambridge University Press
- Wong, W., "Modality and attention to meaning and form in the input", Studies in Second Language Acquisition, 23, pp.345~368 (2001)