Susan Ga
Dados Biográficos
| ID | 229042 |
|---|---|
| NOME | Susan Ga |
| PRENOMES | Susan |
| SOBRENOME | Ga |
| ASSINATURA | GA S |
| VERIFICADO | Não |
| TOTAL DE OBRAS | 8 |
| TOTAL DE CITAÇÕES | 166 |
| TOTAL COMO AUTOR | 8 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 1979 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2011 |
| ÍNDICE H | 6 |
Task-Based Interactions in Classroom and Laboratory Settings
This study was originally motivated by claims by a few classroom researchers (e.g., Foster, 1998, see Foster & Ohta, 2005) that the findings of laboratory-based studies of second-language interaction cannot automatically be applied to classroom language learning settings. Instead of simply accepting this assumption, we treated it as an empirical question. Our study was designed to examine the impact of setting-classroom and laboratory-on task-bas…
Quantitative Research Methods, Study Quality, and Outcomes
This article constitutes the first empirical assessment of methodological quality in second language acquisition (SLA). We surveyed a corpus of 174 studies (N = 7,951) within the tradition of research on second-language interaction, one of the longest and most influential traditions of inquiry in SLA. Each report was coded for methodological features, statistical analyses, and reporting practices associated with research quality, and the resultin…
Task-Based Interactions in Classroom and Laboratory Settings
While there is general agreement that conversational interaction can facilitate interlanguage development, much of the research on interaction has been conducted in experimental aboratory settings. Questions have been raised about the generalizability of the benefits observed in the laboratory to the classroom setting. The current research compared interaction in classrooms and laboratories. Seventy-four university-level students learning Spanish…
Differential Effects of Attention
This study questions the extent to which attention differentially affects different parts of language and how this differential effect interacts with increased linguistic knowledge (i.e., proficiency). Thirty-four English speakers enrolled in Italian 1st-, 2nd-, and 3rd-year foriegn language courses in the United States were placed into one of two conditions ([+focused attention] and [−focused attention]) for each of three linguistic areas (synta…
The Effects of Task Repetition on Linguistic Output
This article explores form/meaning relationships, focussing on the use learners make of their internal L2 linguistic resources as a function of focus on meaning. Native speakers ofEnglish watched video segments 4 times while recording their own on-line rendition in Spanish. One group watched the same video 3 times and the other group watched different videos each time. At Time 4 both experimental groups saw a new video. A control group saw videos…
The Effect of Familiarity on the Comprehensibility of Nonnative Speech
This study reports on data collected to investigate the effect of various types of familiarity on native speaker comprehension of nonnative speaker speech. We discuss the effects of familiarity with topic, familiarity with nonnative speech in general, familiarity with a nonnative accent in particular, and familiarity with a particular nonnative. Our results indicate that while the most important of these variables is familiarity with topic, the o…
Pragmatic and semantic constraints in Bikol relativization
Language Transfer and Universal Grammatical Relations
It is generally accepted by both theoreticians and language teachers that when attempting to communicate in a second language, learners often "transfer" elements of their native language onto the speech patterns of the target language. Despite the wide recognition of this phenomenon and the important role it has had in language learning and pedagogical search, true nature has not been adequately established. In owner to better determine the natur…
The Effect of Familiarity on the Comprehensibility of Nonnative Speech
This study reports on data collected to investigate the effect of various types of familiarity on native speaker comprehension of nonnative speaker speech. We discuss the effects of familiarity with topic, familiarity with nonnative speech in general, familiarity with a nonnative accent in particular, and familiarity with a particular nonnative. Our results indicate that while the most important of these variables is familiarity with topic, the o…
Language Transfer and Universal Grammatical Relations
It is generally accepted by both theoreticians and language teachers that when attempting to communicate in a second language, learners often "transfer" elements of their native language onto the speech patterns of the target language. Despite the wide recognition of this phenomenon and the important role it has had in language learning and pedagogical search, true nature has not been adequately established. In owner to better determine the natur…
Quantitative Research Methods, Study Quality, and Outcomes
This article constitutes the first empirical assessment of methodological quality in second language acquisition (SLA). We surveyed a corpus of 174 studies (N = 7,951) within the tradition of research on second-language interaction, one of the longest and most influential traditions of inquiry in SLA. Each report was coded for methodological features, statistical analyses, and reporting practices associated with research quality, and the resultin…
Task-Based Interactions in Classroom and Laboratory Settings
While there is general agreement that conversational interaction can facilitate interlanguage development, much of the research on interaction has been conducted in experimental aboratory settings. Questions have been raised about the generalizability of the benefits observed in the laboratory to the classroom setting. The current research compared interaction in classrooms and laboratories. Seventy-four university-level students learning Spanish…
The Effects of Task Repetition on Linguistic Output
This article explores form/meaning relationships, focussing on the use learners make of their internal L2 linguistic resources as a function of focus on meaning. Native speakers ofEnglish watched video segments 4 times while recording their own on-line rendition in Spanish. One group watched the same video 3 times and the other group watched different videos each time. At Time 4 both experimental groups saw a new video. A control group saw videos…
Differential Effects of Attention
This study questions the extent to which attention differentially affects different parts of language and how this differential effect interacts with increased linguistic knowledge (i.e., proficiency). Thirty-four English speakers enrolled in Italian 1st-, 2nd-, and 3rd-year foriegn language courses in the United States were placed into one of two conditions ([+focused attention] and [−focused attention]) for each of three linguistic areas (synta…
Pragmatic and semantic constraints in Bikol relativization
Language Transfer and Universal Grammatical Relations
It is generally accepted by both theoreticians and language teachers that when attempting to communicate in a second language, learners often "transfer" elements of their native language onto the speech patterns of the target language. Despite the wide recognition of this phenomenon and the important role it has had in language learning and pedagogical search, true nature has not been adequately established. In owner to better determine the natur…
Pragmatic and semantic constraints in Bikol relativization
The Effect of Familiarity on the Comprehensibility of Nonnative Speech
This study reports on data collected to investigate the effect of various types of familiarity on native speaker comprehension of nonnative speaker speech. We discuss the effects of familiarity with topic, familiarity with nonnative speech in general, familiarity with a nonnative accent in particular, and familiarity with a particular nonnative. Our results indicate that while the most important of these variables is familiarity with topic, the o…
The Effects of Task Repetition on Linguistic Output
This article explores form/meaning relationships, focussing on the use learners make of their internal L2 linguistic resources as a function of focus on meaning. Native speakers ofEnglish watched video segments 4 times while recording their own on-line rendition in Spanish. One group watched the same video 3 times and the other group watched different videos each time. At Time 4 both experimental groups saw a new video. A control group saw videos…
Differential Effects of Attention
This study questions the extent to which attention differentially affects different parts of language and how this differential effect interacts with increased linguistic knowledge (i.e., proficiency). Thirty-four English speakers enrolled in Italian 1st-, 2nd-, and 3rd-year foriegn language courses in the United States were placed into one of two conditions ([+focused attention] and [−focused attention]) for each of three linguistic areas (synta…
Task-Based Interactions in Classroom and Laboratory Settings
While there is general agreement that conversational interaction can facilitate interlanguage development, much of the research on interaction has been conducted in experimental aboratory settings. Questions have been raised about the generalizability of the benefits observed in the laboratory to the classroom setting. The current research compared interaction in classrooms and laboratories. Seventy-four university-level students learning Spanish…
Task-Based Interactions in Classroom and Laboratory Settings
This study was originally motivated by claims by a few classroom researchers (e.g., Foster, 1998, see Foster & Ohta, 2005) that the findings of laboratory-based studies of second-language interaction cannot automatically be applied to classroom language learning settings. Instead of simply accepting this assumption, we treated it as an empirical question. Our study was designed to examine the impact of setting-classroom and laboratory-on task-bas…
Quantitative Research Methods, Study Quality, and Outcomes
This article constitutes the first empirical assessment of methodological quality in second language acquisition (SLA). We surveyed a corpus of 174 studies (N = 7,951) within the tradition of research on second-language interaction, one of the longest and most influential traditions of inquiry in SLA. Each report was coded for methodological features, statistical analyses, and reporting practices associated with research quality, and the resultin…
Linguistics (7 obras) · Psychology (6 obras) · EFL/ESL Teaching and Learning (5 obras) · Second Language Acquisition and Learning (5 obras) · Cognitive psychology (3 obras) · Mathematics education (3 obras) · Second Language Learning and Teaching (3 obras) · Task (project management) (3 obras) · Applied linguistics (2 obras) · Cognition (2 obras)