The editing talk of adult ESL learners
Bibliographic Data
| ID | 21271043 |
|---|---|
| Authors | Neomy Storch (0000-0003-1994-0927, The University of Melbourne, corresponding author) |
| Year | 1997 |
| Volume | 6 |
| Issue | 4 |
| Pages | 221-232 |
| Publication date | 1997-01-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Language Awareness (JOURNAL) |
| Journal identifiers | ISSN: 0965-8416 • E-ISSN: 1747-7565 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/09658416.1997.9959931 |
| OpenAlex | W2124193255 |
| Language | EN |
| Citations received | 8 |
| References cited | 17 |
Passage‐editing tasks are often assigned to students in second/foreign language classes, yet there seems to be very little research investigating whether such tasks are suitable for focusing learners’ attention on the grammatical structures targeted by the teacher nor on how such learners make grammatical decisions. The study reported here investigates the talk of 14 intermediate learners of ESL in a tertiary setting as they performed a passage‐editing task collaboratively — in pairs or triads. The data, transcripts of the students’ dialogues, were analysed for the kind of talk the task elicited, the grammatical items which drew the most attention from the learners, and the knowledge sources the learners used in making or defending their grammatical decisions. The analysis reveals that a passage‐editing task is an appropriate pedagogic task which draws learner attention to language choices, although it may not necessarily draw attention to the language items targeted by the teacher. Furthermore, the study shows that intermediate adult learners often rely on their intuition in making grammatical decisions but that they tend to reach more accurate decisions when they rely on a range of knowledge sources at their disposal
Cognitive science · Foreign language · Intuition · Linguistics · Mathematics education · Metalinguistics · Task Analysis · Teaching method · Vocabulary development · Computer Science · EFL/ESL Teaching and Learning · Psychology · Second Language Acquisition and Learning · Second Language Learning and Teaching
Current Approaches to Researching Second Language Learner Processes
Comparing Second Language Learners' Attention to Form Across Tasks
The effectiveness of two form‐focused tasks in advanced EFL pedagogy
The presence of translanguaging and its effect on EFL learners’ languaging opportunities in video-based peer editing
The integration of content and language in students’ task answer production in the bilingual classroom
Effect of task-inherent production modes on EFL learners' focus on form
Learners’ Use of Metalanguage in Collaborative Form-focused L2 Output Tasks
Talking It Through
Implicit and Explicit Grammar
The Language Learner as Linguist
Metalinguistic Knowledge and Language Use in Acquisition-poor Environments
Problems in Output and the Cognitive Processes They Generate
Non-native/Non-native Conversations
Using collaborative language production tasks to promote students’ language awareness 1
Women, Men and Politeness
Second language grammar
Introspection in Second Language Research
Group Work, Interlanguage Talk, and Second Language Acquisition
Introspection and Intentionality in Advanced Second-Language Acquisition
Vygotskyan Approaches to Understanding Foreign Language Learner Discourse during Communicative Tasks
Some Uses of Mentalistic Data in Second Language Research1
| Unique citing works | 8 |
|---|---|
| Citations per year | 0.29 |
| Citation span | 1998 - 2024 (27) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 6 |