Catherine Doughty
Datos Biográficos
| ID | 5998073 |
|---|---|
| NOMBRE | Catherine Doughty |
| NOMBRES | Catherine |
| APELLIDO | Doughty |
| FIRMA | DOUGHTY C |
| VERIFICADO | No |
| TOTAL DE OBRAS | 4 |
| TOTAL DE CITAS | 58 |
| TOTAL COMO AUTOR | 4 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 1986 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2001 |
| ÍNDICE H | 2 |
Cognitive underpinnings of focus on form
Introduction The purpose of this chapter is to examine focus on form in cognitive processing terms by postulating plausible, psychologically real, cognitive correlates for a range of L2 learning processes that have become prevalent in the instructed second language acquisition (SLA) literature. Progress in adult SLA is thought often to depend crucially upon cognitive processes such as paying attention to features of target input, noticing interlo…
Second Language Instruction Does Make a Difference
A number of studies on second language (SL) instruction point to the hypothesis that instruction is effective, but determining the effect experimentally has been problematic. Overall, three difficulties with previous attempts to demonstrate a causal relationship between SL instruction and second language acquisition can be identified: (a) inappropriate or inadequate research design, (b) failure to operationalize or even to describe the instructio…
The Impact of Interaction on Comprehension
The study reported in this article compared the comprehension of 16 nonnative speakers (NNSs) of English on directions to a task presented by a native speaker (NS) under two input conditions: premodified input, in the form of a NS baseline lecturette modified by decreased complexity and increased quantity and redundancy, and interactionally modified input, consisting of the NS baseline lecturette without linguistic premodification, but with oppor…
"Information Gap" Tasks
This article reports the findings of the latest of a series of studies conducted to determine the effects of task type and participation pattern on language classroom interaction. The results of this study are compared to those of an earlier investigation (Pica & Doughty, 1985a) in regard to optional and required information exchange tasks across teacher-directed, small-group, and dyad interactional patterns. The evidence suggests that a task wit…
The Impact of Interaction on Comprehension
The study reported in this article compared the comprehension of 16 nonnative speakers (NNSs) of English on directions to a task presented by a native speaker (NS) under two input conditions: premodified input, in the form of a NS baseline lecturette modified by decreased complexity and increased quantity and redundancy, and interactionally modified input, consisting of the NS baseline lecturette without linguistic premodification, but with oppor…
"Information Gap" Tasks
This article reports the findings of the latest of a series of studies conducted to determine the effects of task type and participation pattern on language classroom interaction. The results of this study are compared to those of an earlier investigation (Pica & Doughty, 1985a) in regard to optional and required information exchange tasks across teacher-directed, small-group, and dyad interactional patterns. The evidence suggests that a task wit…
"Information Gap" Tasks
This article reports the findings of the latest of a series of studies conducted to determine the effects of task type and participation pattern on language classroom interaction. The results of this study are compared to those of an earlier investigation (Pica & Doughty, 1985a) in regard to optional and required information exchange tasks across teacher-directed, small-group, and dyad interactional patterns. The evidence suggests that a task wit…
The Impact of Interaction on Comprehension
The study reported in this article compared the comprehension of 16 nonnative speakers (NNSs) of English on directions to a task presented by a native speaker (NS) under two input conditions: premodified input, in the form of a NS baseline lecturette modified by decreased complexity and increased quantity and redundancy, and interactionally modified input, consisting of the NS baseline lecturette without linguistic premodification, but with oppor…
Second Language Instruction Does Make a Difference
A number of studies on second language (SL) instruction point to the hypothesis that instruction is effective, but determining the effect experimentally has been problematic. Overall, three difficulties with previous attempts to demonstrate a causal relationship between SL instruction and second language acquisition can be identified: (a) inappropriate or inadequate research design, (b) failure to operationalize or even to describe the instructio…
Cognitive underpinnings of focus on form
Introduction The purpose of this chapter is to examine focus on form in cognitive processing terms by postulating plausible, psychologically real, cognitive correlates for a range of L2 learning processes that have become prevalent in the instructed second language acquisition (SLA) literature. Progress in adult SLA is thought often to depend crucially upon cognitive processes such as paying attention to features of target input, noticing interlo…
Computer Science (4 obras) · EFL/ESL Teaching and Learning (4 obras) · Linguistics (4 obras) · Psychology (4 obras) · Second-language acquisition (3 obras) · Cognitive psychology (2 obras) · Comprehension (2 obras) · Interlanguage (2 obras) · Mathematics education (2 obras) · Second Language Learning and Teaching (2 obras)