Salience in the noticing and production of L2 arabic forms
Bibliographic Data
| ID | 8939262 |
|---|---|
| Authors | Lama Nassif (0000-0002-3858-9821, Department of Arabic Studies Williams College 85 Mission Park Drive Williamstown Massachusetts, corresponding author) |
| Year | 2019 |
| Volume | 52 |
| Issue | 2 |
| Pages | 433-457 |
| Publication date | 2019-06-01 |
| 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/flan.12387 |
| OpenAlex | W2950111537 |
| Language | EN |
| Citations received | 2 |
| References cited | 60 |
This study investigated the effect that the salience of an L2 form has on learner noticing and production of the form. The study also explored the effects that task type (output vs. input) has on form noticing and production. The study targeted three Arabic forms: a low salient form (the future tense) and two salient ones (time telling and time connectors). Eighty beginning‐level learners of Arabic were assigned to two treatment conditions: output and input. The output group described a picture story; listened to, read, and underlined an Arabic speaker's description of the story; and redid the picture description. The input group answered pre‐text exposure questions; listened to, read, and underlined the same model description; and answered posttext exposure questions. There was an immediate posttest, and a delayed posttest and interviews two weeks later. The findings suggest that the salience of the target forms affected form noticing and production, but task type only had a mediating effect on production; output did not promote learner noticing of L2 forms better than input, but it did lead to partial gains in form production
Arabic · Cognitive psychology · Linguistics · Production (economics · Salience (neuroscience · Salient · Task (project management · Artificial Intelligence · Computer Science · EFL/ESL Teaching and Learning · Philosophy · Psychology · Second Language Acquisition and Learning · Speech and dialogue systems
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Learner-Generated Attention to Form
| Unique citing works | 2 |
|---|---|
| Citations per year | 0,18 |
| Citation span | 2015 - 2020 (6) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 2 |