Tuning in on ‘Prime Time’
Channel Effects in L2 Grammaticality Judgment Tasks
Bibliographic Data
| ID | 8938836 |
|---|---|
| Authors | John Hedgcock, John S Hedgcock (University of Houston, corresponding author), Natalie Lefkowitz (Western Washington University) |
| Year | 1993 |
| Volume | 26 |
| Issue | 3 |
| Pages | 297-307 |
| Publication date | 1993-10-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Foreign Language Annals (JOURNAL) |
| Journal identifiers | ISSN: 0015-718X • E-ISSN: 1944-9720 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/j.1944-9720.1993.tb02287.x |
| OpenAlex | W2055441747 |
| Language | EN |
| Citations received | 1 |
| References cited | 39 |
Formerly held distinctions which opposed “conscious” to “unconscious” learning, “controlled” to “automatic” processing, and “learning” to “acquisition“have eroded as tenable models of L2 learning processes. Recent formulations of L2 development instead favor an approach which integrates linguistic theory with the information‐processing models advanced in cognitive psychology. Rather than relying on binary distinctions, processing‐oriented, task‐centered research features continua which accommodate the overlapping, interdependent dimensions of explicit and implicit knowledge, as well as learning with and without awareness. In this study, learners performed metalingual and preference tasks requiring them to utilize L2 knowledge brought to mind under one of two conditions: 1)byan aural “priming” activity (a listening exercise) designed to tap into memory without recourse to explicit rules, or 2) by a written task (a multiple‐choice grammar exercise) aimed specifically at invoking explicit L2 rules. Francophone secondary students of English as a foreign language (N=169) took a 50‐item aural test involving judgments of well‐formed and ill‐formed English syntactic structures, and a parallel written multiple choice test containing corresponding strings. The “primed” group, which took the written test before the aural test, significantly outperformed the “unprimed” group (p ≤ .01), which took the aural test first; performance levels on the written tests were statistically comparable. Two‐way ANOVA results indicate important differences between recall with awareness and recall without awareness, strongly suggesting a positive role for “priming” via the written channel in foreign language learning. That is, completion of the written task prior to the listening task appeared to enhance learners performance significantly on the latter, possibly because of the explicit character of the former
Active listening · Cognition · Cognitive psychology · Explicit knowledge · Grammar · Grammaticality · Implicit Learning · Linguistics · Natural language processing · Noun · Priming (agriculture · Psycholinguistics · Recall · Second-language acquisition · Task (project management · Test (biology · Artificial Intelligence · Communication · Computer Science · EFL/ESL Teaching and Learning · Neurobiology of Language and Bilingualism · Psychology · Second Language Acquisition and Learning
Classroom oriented research in second language acquisition
Focus-on-Form and Corrective Feedback in Communicative Language Teaching
Psychological Mechanisms Underlying Second Language Fluency
Factors in the Growth of Linguistic Awareness
Controlled and automatic human information processing
The input hypothesis
A Comparison Between the Information-Processing and the Analysis/Control Approaches to Language Learning1
Consciousness-Raising and the Second Language Learner1
Consciousness-Raising and the Second Language Learner
Krashen's Monitor and Occam's Razar
Peter Strevens 1992-1989
Restructuring
Integrating Research Areas
The Role of Consciousness in Second Language Learning1
The Compatibility of Teaching and Learning Strategies
The Dangers of Dichotomy
Does Second Language Instruction Make a Difference? A Review of Research
Research on Metalinguistic Judgments
Second language grammar
Conscious" versus "Unconscious" Learning
The Competence of Processing
The Development of L2 Intuitions
Against Comprehensible Input
Adult Acquisition of English as a Second Language Under Different Conditions of Exposure
Explicit and Implicit Judgements of L2 Grammaticality
A Theoretical Model of Second Language Learning1
The Effect of Formal Instruction on Second Language Acquisition1
Hypothesis Testing in Second-language Acquisition Theory
| Unique citing works | 1 |
|---|---|
| Citations per year | 0.03 |
| Citation span | 1996 - 1996 (1) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 1 |