Exploring the Role Played by Error Correction and Models on Children's Reported Noticing and Output Production in a L2 Writing Task

Autor/inn/en	Coyle, Yvette; Roca de Larios, Julio
Titel	Exploring the Role Played by Error Correction and Models on Children's Reported Noticing and Output Production in a L2 Writing Task
Quelle	In: Studies in Second Language Acquisition, 36 (2014) 3, S.451-485 (35 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-2631
DOI	10.1017/S0272263113000612
Schlagwörter	English (Second Language); Second Language Instruction; Second Language Learning; Error Correction; Models; Collaborative Writing; Comparative Analysis; Grammar; Feedback (Response); Early Adolescents + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Zweitsprachenerwerb; Korrektur; Analogiemodell; Grammatik
Abstract	This article reports an empirical study in which we explored the role played by two forms of feedback--error correction and model texts--on child English as a foreign language learners' reported noticing and written output. The study was carried out with 11- and 12-year-old children placed in proficiency-matched pairs who engaged in a three-stage collaborative writing task involving (a) spontaneous noticing of linguistic problems while composing, (b) comparison of their texts with the feedback provided, and (c) rewriting of their original output. Results indicate that although the children noticed and later incorporated mainly lexical features into their output, gains in the linguistic acceptability and comprehensibility of their revised texts showed an advantage for error correction over models. Learners in the error correction condition reported more noticing of grammar at the comparison stage, which later emerged in their revisions. The potential effects of both feedback strategies on children's reported noticing and output production are discussed, and conclusions are drawn for the role of feedback in children's classroom second language acquisition. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10