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Roles of Output in Foreign Language Learning : A Case of Collaborative Grammar Task

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  • 발행기관
    아시아영어교육학회 바로가기
  • 간행물
    The Journal of AsiaTEFL 바로가기
  • 통권
    Vol.3 No.3 (2006.09)바로가기
  • 페이지
    pp.143-176
  • 저자
    Luciana
  • 언어
    영어(ENG)
  • URL
    https://www.earticle.net/Article/A182119

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원문정보

초록

영어
Given the prominent status of grammar learning in a foreign language milieu, seeking an effective grammar instruction remains a prevailing challenge for most linguists and foreign language teachers. The common paradigm still heavily focuses on language input and meaning-oriented tasks. While these two aspects are of indispensable importance for learning, the development of L2 interlanguage grammar system requires another learning process. At this juncture, Swain (1994) sheds light on roles of output as a potential learning mechanism. This study is an attempt to probe the degree to which the underlying process of output in a collaborative interactional grammar task can lead to grammar learning. Involving ten advanced and ten intermediate level students working on a text reconstruction tasks, this study revealed that output can provide a rich forum for learning to take place through its mechanisms: gap- noticing, hypothesis testing, and metalinguistic function. Yet, it exerted a different impact upon different levels of students. Gap-noticing was likely to be perceivable in the case of intermediate group whereas the other two mechanisms, hypothesis testing and metalinguistic function, seemed to be more prevailing in the advanced group. This study also found that a grammar-sensitive task can pave the way to L2 grammar learning by pushing students to deeper syntactic processing, rather than solely relying on semantic processing. In so doing, output serves a complementary function to foster L2 grammar learning.

목차

INTRODUCTION
 ROLES OF OUTPUT IN LANGUAGE LEARNING
  Noticing
  Hypothesis-testing
  Metalinguistic Function/Reflective Role
  Roles of Interaction: Form and Meaning
 METHODOLOGY
  The Study
  The Participants and the Design of the Study
  The grammar task
  Procedure
  Data Collection and Data Analysis
 ANALYSIS AND DISCUSSION
  Analysis of the Data
  Discussion
 CONCLUSION
 THE AUTHOR
 REFERENCES
 APPENDIX

저자

  • Luciana [ Atma Jaya Catholic University, Indonesia ]

참고문헌

자료제공 : 네이버학술정보

간행물 정보

발행기관

  • 발행기관명
    아시아영어교육학회 [Asia TEFL]
  • 설립연도
    2004
  • 분야
    사회과학>교육학
  • 소개
    The goals of Asia TEFL are to promote scholarship, disseminate information, and facilitate cross-cultural understanding among persons concerned with the teaching and learning of English in Asia. In order to accomplish this, Asia TEFL will pursue the following goals: 1. To link ELT professionals in joint research on issues and concerns regarding English teaching and learning in the Asian context. 2. To publish an academic journal, The Asia TEFL Journal, as an internationally recognized journal in the field of English language teaching. 3. To host conferences and seminars addressing important issues concerning ELT in Asia. 4. To develop proficiency guidelines and assessment methods designed for the needs of the Asian context. 5. To develop programs for Asian learners and teachers of English to build their English language proficiency and cultural understanding and provide them with the skills required to be efficient English teaching professionals.

간행물

  • 간행물명
    The Journal of AsiaTEFL
  • 간기
    계간
  • pISSN
    1738-3102
  • eISSN
    2466-1511
  • 수록기간
    2004~2026
  • 등재여부
    SCOPUS,KCI 등재
  • 십진분류
    KDC 740 DDC 420

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