Perfective -le Use and Consciousness-Raising among Beginner-Level Chinese Learners

Yi Xu

doi:10.3390/languages5020016

Perfective -le Use and Consciousness-Raising among Beginner-Level Chinese Learners

Languages ◽

10.3390/languages5020016 ◽

2020 ◽

Vol 5 (2) ◽

pp. 16

Author(s):

Yi Xu

Keyword(s):

Small Group ◽

Explicit Knowledge ◽

Role Play ◽

Rule Induction ◽

Judgment Task ◽

Consciousness Raising ◽

Student Centered ◽

Grammaticality Judgment ◽

Authentic Classroom ◽

Role Play Task

Within the framework of explicit learning and consciousness-raising, this study investigates patterns in the use of -le in authentic classroom tasks by beginner-level learners of Chinese as a foreign language (CFL). It also explores the role and the processes of student-centered consciousness-raising in explicit knowledge building. Twenty-five participants completed a grammaticality judgment task, an interactive role-play task, and a written editing task. The experiment group received role-play sheets with explicit forms of -le provided, and participants engaged in rule induction of -le in forbidden context in the role-play session. Results showed that beginner-level learners’ difficulty with -le use manifested in different ways in these tasks, and -le underuse occurred more than overuse in the control group’s oral role-play task. Consciousness-raising through unguided small group rule induction supported participants’ learning of -le usage constraints, shown by differences between the control and experiment groups’ performances in the posttest. Through a qualitative analysis of participants’ analytical talk transcripts, the processes and outcomes of small group rule induction are examined and discussed.

Download Full-text

Incidental and explicit learning of L2 derivational morphology and the nature of acquired knowledge

Applied Psycholinguistics ◽

10.1017/s0142716419000304 ◽

2019 ◽

Vol 40 (6) ◽

pp. 1377-1404

Author(s):

Keiichi Ishikawa

Keyword(s):

Reaction Time ◽

Explicit Knowledge ◽

Judgment Task ◽

Explicit Learning ◽

Derivational Morphology ◽

Verbal Reports ◽

Delayed Effects ◽

Grammaticality Judgment ◽

Significant Difference ◽

Set Up

AbstractThe aim of the current study was to compare both incidental and explicit auditory learning of second language derivational morphology by measuring the accuracy and the reaction time of a grammaticality judgment task. Furthermore, the study was set up to examine the nature of acquired knowledge using subjective measures of awareness during the testing phases and postexperimental verbal reports. The delayed effects of learning were investigated by testing participants immediately after the learning and 1 week later also. The results showed a significant learning effect for the incidental and explicit learners immediately after exposure, but only the explicit learners maintained the learning effects a week later. Both types of learners showed no significant difference in the reaction time. Incidental learners primarily developed implicit knowledge, while explicit learners relied on explicit knowledge to a large extent, part of which became unconscious later. The differences of learning under incidental and explicit learning conditions are discussed in terms of the maintenance of knowledge.

Download Full-text

HOW EXPLICIT KNOWLEDGE AFFECTS ONLINE L2 PROCESSING

Studies in Second Language Acquisition ◽

10.1017/s0272263115000017 ◽

2015 ◽

Vol 37 (2) ◽

pp. 237-268 ◽

Cited By ~ 21

Author(s):

Sible Andringa ◽

Maja Curcic

Keyword(s):

Eye Tracking ◽

Explicit Knowledge ◽

Judgment Task ◽

L2 Acquisition ◽

Production Studies ◽

Online Processing ◽

Grammaticality Judgment ◽

L2 Processing ◽

Object Marking ◽

Types Of Instruction

Form-focused instruction studies generally report larger gains for explicit types of instruction over implicit types on measures of controlled production. Studies that used online processing measures—which do not readily allow for the application of explicit knowledge—however, suggest that this advantage occurs primarily when the target structure is similar in the first language (L1) and the second language (L2). This study investigated how explicit knowledge of a structure that does not exist in the L1 affects the initial stage of adult L2 acquisition. Fifty-one Dutch L1 speakers received a short auditory exposure (instruction) to a new language that included differential object marking (DOM), in which animate but not inanimate direct objects are preceded by a preposition. For 26 learners, the instruction was complemented by a brief rule explanation. Afterward, learners’ online processing and explicit knowledge of DOM were measured by means of eye-tracking (visual world paradigm) and oral grammaticality judgments. Results show that metalinguistic information promoted learners’ performance on the grammaticality judgment task. Although differences between the groups were also found on the eye-tracking measure, learners were not able to use DOM to predict the following object.

Download Full-text

VARIABILITY IN SECOND LANGUAGE LEARNING

Studies in Second Language Acquisition ◽

10.1017/s0272263116000036 ◽

2016 ◽

Vol 38 (2) ◽

pp. 293-316 ◽

Cited By ~ 20

Author(s):

Kaitlyn M. Tagarelli ◽

Simón Ruiz ◽

José Luis Moreno Vega ◽

Patrick Rebuschat

Keyword(s):

Second Language ◽

Language Learning ◽

Second Language Learning ◽

Explicit Knowledge ◽

Judgment Task ◽

Procedural Learning ◽

Exposure Condition ◽

Linguistic Complexity ◽

Grammaticality Judgment ◽

Incidental Group

Second language learning outcomes are highly variable, due to a variety of factors, including individual differences, exposure conditions, and linguistic complexity. However, exactly how these factors interact to influence language learning is unknown. This article examines the relationship between these three variables in language learners.Native English speakers were exposed to an artificial language containing three sentence patterns of varying linguistic complexity. They were randomly assigned to two groups—incidental and instructed—designed to promote the acquisition of implicit and explicit knowledge, respectively. Learning was assessed with a grammaticality judgment task, and subjective measures of awareness were used to measure whether exposure had resulted in implicit or explicit knowledge. Participants also completed cognitive tests.Awareness measures demonstrated that learners in the incidental group relied more on implicit knowledge, whereas learners in the instructed group relied more on explicit knowledge. Overall, exposure condition was the most significant predictor of performance on the grammaticality judgment task, with learners in the instructed group outperforming those in the incidental group. Performance on a procedural learning task accounted for additional variance. When outcomes were analyzed according to linguistic complexity, exposure condition was the most significant predictor for two syntactic patterns, but it was not a predictor for the most complex sentence group; instead, procedural learning ability was.

Download Full-text

Implementasi Metode Pembelajaran Student Centered Learning (SCL) pada Mata Kuliah Asuhan Kebidanan Ibu Nifas di STIKes Maharani Malang

Jurnal MID-Z (Midwivery Zigot) Jurnal Ilmiah Kebidanan ◽

10.36835/jurnalmidz.v2i1.393 ◽

2019 ◽

Vol 2 (1) ◽

pp. 1-7

Author(s):

Nanik Susanti ◽

Mochamad Agus Krisno Budianto ◽

Mohammad Syahri ◽

Ratna Dian Franskiska

Keyword(s):

Small Group ◽

Group Discussion ◽

Role Play ◽

Problem Based Learning ◽

Small Group Discussion ◽

Student Centered ◽

Student Centered Learning

Penelitian ini bertujuan untuk mengetahui implementasi metode pembelajaran Student CenteredLearning (SCL) pada mata kuliah asuhan kebidanan ibu nifas di program studi kebidanan STIKesMaharani Malang. Pendekatan penelitian yang digunakan adalah kualitatif dengan menggunakanmetode deskriptif melalui wawancara, observasi dan studi dokumen. Keabsahan data dalam penelitianmenggunakan tehnik triangulasi sumber data. Hasil penelitian menunjukkan bahwa dalamperencanaan pembelajaran disusun RPS (Rencana Pelaksanaan Pembelajaran), dalam tahappelaksanaan proses pembelajaran sudah diterapkan sesuai dengan silabus dan metode yang digunakandalam pembelajaran asuhan kebidanan ibu nifas adalah menggunakan metode ceramah (CTJ) untukmenjelaskan materi konsep dasar dan menerapkan metode pembelajaran Student Centered Learning(SCL) seperti metode Small Group Discussion, Role play, Problem Based Learning dan demonstrasi.Pada tahap evaluasi pembelajaran dilakukan penilaian dalam bentuk tes tertulis, penilaian praktikumdan penilaian penugasan. Dengan menerapkan metode pembelajaran Student Centered Learning(SCL) mahasiswa lebih aktif dan mandiri dalam mengikuti proses belajar mengajar baik di kelasmaupun di laboratorium dan hasil prestasi akademik mahasiswa rata-rata baik dengan mendapatkannilai dalam kategori A dan B. Secara teknis tidak ditemukan kendala dalam pelaksanaan penerapanmetode pembelajaran Student Centered Learning (SCL).Kata Kunci: Implementasi, Metode Student Centered Learning, Asuhan Ibu Nifas

Download Full-text

The Impact of Structured Input and Consciousness Raising Tasks on the Acquisition of Implicit and Explicit Knowledge of EFL Learners

International Journal of English Linguistics ◽

10.5539/ijel.v8n3p55 ◽

2018 ◽

Vol 8 (3) ◽

pp. 55

Author(s):

Forouzan Zereshki ◽

Ghafour Rezaie

Keyword(s):

English Language Learners ◽

Second Language Acquisition ◽

English Language ◽

Explicit Knowledge ◽

Consciousness Raising ◽

Efl Learners ◽

Structured Input ◽

Grammaticality Judgment ◽

Implicit And Explicit ◽

The Impact

During the past decades, the distinction between implicit and explicit knowledge and how they could be developed through instruction have always been controversial issues for cognitive psychologists and second language acquisition (SLA) researchers. The present study was aimed at investigating the effects of two different input-based tasks (Structured Input and Consciousness Raising) on the acquisition of implicit and explicit knowledge of English active causative structure by EFL learners. Seventy three female English language learners participated in this study. Participants were divided into two experimental groups, one was provided with structured input activities and the other with consciousness raising activities. The participants’ implicit and explicit knowledge of the target structure was assessed through Timed Grammaticality Judgment and Untimed Grammaticality Judgment respectively before and after the treatment. The results of Paired and Independent Samples t-test analyses revealed that both C-R tasks and SI tasks resulted in the acquisition of both implicit and explicit knowledge, with C-R having more significant impact on the explicit knowledge. The findings provided indirect positive support for the interface hypothesis.

Download Full-text

Implicit and explicit knowledge in second language acquisition

Applied Psycholinguistics ◽

10.1017/s0142716411000580 ◽

2011 ◽

Vol 33 (4) ◽

pp. 829-856 ◽

Cited By ~ 60

Author(s):

PATRICK REBUSCHAT ◽

JOHN N. WILLIAMS

Keyword(s):

Second Language ◽

Second Language Acquisition ◽

Language Acquisition ◽

Incidental Learning ◽

Explicit Knowledge ◽

Judgment Task ◽

Grammaticality Judgment ◽

Incidental Exposure ◽

Improved Performance ◽

Implicit And Explicit

ABSTRACTLanguage development is frequently characterized as a process where learning proceeds implicitly, that is, incidentally and in absence of awareness of what was learned. This article reports the results of two experiments that investigated whether second language acquisition can also result in implicit knowledge. Adult learners were trained on an artificial language under incidental learning conditions and then tested by means of grammaticality judgments and subjective measures of awareness. The results indicate that incidental exposure to second language syntax can result in unconscious knowledge, which suggests that at least some of the learning in this experiment was implicit. At the same time, however, it was also found that conscious (but unverbalizable) knowledge was clearly linked to improved performance in the grammaticality judgment task.

Download Full-text

Plural marking in the second language: Atomicity, definiteness, and transfer

Applied Psycholinguistics ◽

10.1017/s0142716420000569 ◽

2021 ◽

pp. 1-30

Author(s):

Sea Hee Choi ◽

Tania Ionin

Keyword(s):

Second Language ◽

English Learners ◽

Judgment Task ◽

Native Languages ◽

L1 Transfer ◽

Mass Nouns ◽

Count Nouns ◽

Grammaticality Judgment ◽

L2 Learners ◽

Plural Marking

Abstract This paper examines whether second language (L2)-English learners whose native languages (L1; Korean and Mandarin) lack obligatory plural marking transfer the properties of plural marking from their L1s, and whether transfer is manifested both offline (in a grammaticality judgment task) and online (in a self-paced reading task). The online task tests the predictions of the morphological congruency hypothesis (Jiang 2007), according to which L2 learners have particular difficulty automatically activating the meaning of L2 morphemes that are incongruent with their L1. Experiment 1 tests L2 learners’ sensitivity to errors of –s oversuppliance with mass nouns, while Experiment 2 tests their sensitivity to errors of –s omission with count nouns. The findings show that (a) L2 learners detect errors with nonatomic mass nouns (sunlights) but not atomic ones (furnitures), both offline and online; and (b) L1-Korean L2-English learners are more successful than L1-Mandarin L2-English learners in detecting missing –s with definite plurals (these boat), while the two groups behave similarly with indefinite plurals (many boat). Given that definite plurals require plural marking in Korean but not in Mandarin, the second finding is consistent with L1-transfer. Overall, the findings show that learners are able to overcome morphological incongruency and acquire novel uses of L2 morphemes.

Download Full-text

The interaction of working memory capacity and engagement with recasts on different L2 outcome measures: A replication of Révész ()

Language Teaching ◽

10.1017/s0261444821000471 ◽

2021 ◽

pp. 1-16

Author(s):

Javad Alipour ◽

Maryam Mohebi ◽

Ali Roohani

Keyword(s):

Working Memory ◽

Short Term Memory ◽

Working Memory Capacity ◽

Judgment Task ◽

Learner Engagement ◽

Oral Production ◽

Grammaticality Judgment ◽

Coding Method ◽

Lower Effect ◽

Description Task

Abstract We report on a conceptual replication of Révész (2012) in order to investigate the idea whether learners provided with recasts do engage in different kinds of behavioral engagement as a function of their working memory and if/how this engagement comes to bear on performance on different measures. Engagement with recasts was measured through a coding method categorizing responses to the recasts running the gamut from: (1) no opportunity, (2) opportunity, but did not repeat, (3) repeated the recasted form, (4) negotiated the response, to (5) used the recasted form later in the discourse. Consistent with Révész (2012), though with lower effect sizes, the results showed that recasts were most conducive to gains on an oral task and less so on a written description task, but non-effective on a grammaticality judgment task. Furthermore, it was revealed that learners with a high phonological short-term memory were more prone to recast-induced engagement on an oral production task, whereas those enjoying a higher reading span were considerably less so. We propose that learner engagement be deemed more important in future interaction research.

Download Full-text