Enhanced input, individual output, and collaborative output: effects on the acquisition of the English subjunctive mood

• Shadab Jabbarpoor ^[1] ; Zia Tajeddin ^[2]
  1. [1] Islamic Azad University

     Islamic Azad University

     Irán

     
  2. [2] Allameh Tabatabai University. Irán
• Localización: Revista signos: estudios de lingüística, ISSN-e 0718-0934, ISSN 0035-0451, Nº. 82, 2013, págs. 213-235
• Idioma: inglés
• DOI: 10.4067/s0718-09342013000200003
• Títulos paralelos:
  • Input realzado, output individual y output colaborativo: efectos en la adquisición de estructuras del inglés
• Enlaces
  • Texto completo (pdf)
• Resumen
  • español

    Una serie de estudios ha expuesto la importancia de centrarse en la forma para la adquisición de aspectos morfosintácticos de estudiantes de L2. Este estudio comparó los efectos de tres tareas enfocadas en la forma (realce del input, output individual y output colaborativo) para la adquisición del modo subjuntivo en inglés. El estudio también investigó la tendencia de desarrollo del proceso de adquisición del subjuntivo de los estudiantes. Noventa estudiantes de primer año de licenciatura en Enseñanza del Inglés como Idioma Extranjero fueron divididos aleatoriamente en tres grupos de trabajo. Las tareas incluían realce textual en el Grupo 1 y dictoglosia en los Grupos 2 y 3, donde los textos eran reconstruidos de manera individual y colaborativa, respectivamente. Un diseño de series cronológicas fue utilizado para medir el progreso en el aspecto objetivo de la producción de los participantes; en conjunto con un pre-test y un post-test, tres test de producción fueron administrados para medir la tendencia de desarrollo en cada grupo. El estudio reveló que los impactos de las tareas de input y de output colaborativo fueron mayores que el de la tarea de output individual. Más aún, las conclusiones documentaron que la tendencia de desarrollo en el grupo de output individual no siguió un proceso de adición lineal, sino más bien uno en forma de ‘U’ con retroceso.

    Este estudio apoya estudios anteriores que han combinado realce con asistencia en la instrucción y añade sustancia a la efectividad de la interacción colaborativa en la adquisición de estructuras del inglés

  • English

    A number of studies have displayed the significance of focusing on form in L2 learners’ acquisition of morphosyntactic features. This study compares the effects of three focus-on-form tasks (input enhancement, individual output, and collaborative output) on the acquisition of English subjunctive mood. The learners’ trend of development in the subjunctive mood acquisition process is also investigated. Ninety freshmen from a B.A. program in TEFL were randomly divided into the three task groups.

    These tasks included textual enhancement in Group 1, and dictogloss in Group 2 and 3, where texts were reconstructed individually and collaboratively, respectively.

    A time-series design was used to measure progress in the participants’ production of the target feature; in conjunction with a pretest and a posttest, three production tests were given to assess the trend of development in each group. The study revealed that the impact of input and collaborative output tasks was greater than that of the individual output task. Moreover, the findings showed that the trend of development in the individual output group was not a linear additive process, but a rather U-shaped one with backsliding. This study supports previous studies that have combined both enhancement and instructional assistance. It also adds further importance to the effectiveness of collaborative interaction in the acquisition of English structures

• Referencias bibliográficas
  • Crystal, D. (1991). A dictionary of linguistics and phonetics. Oxford: Blackwell.
  • Donato, R. (1994). Collective scaffolding in second language learning. In J. Lantolf & G. Appel (Eds.), Vygotskian approaches to second...
  • Doughty, C. (2001). Cognitive underpinnings of focus on form. In P. Robinson (Ed.), Cognition and second language instruction (pp. 206-257)....
  • Doughty, C. & Varela, E. (1998). Communicative focus on form. In C. Doughty & J. Williams (Eds.), Focus on form in classroom second...
  • Doughty, C. & Williams, J. (1998). Focus on form in classroom second language acquisition. Cambridge: Cambridge University Press.
  • Ellis, R. (2002). Does form-focused instruction affect the acquisition of implicit knowledge? A review of the research. Studies in Second...
  • Ellis, R. & Barkhuizen, G. (2005). Analysing learner language. Oxford: Oxford University Press.
  • García Mayo, M. P. (2002). The effectiveness of two form-focused tasks in advanced EFL pedagogy. International Journal of Applied Linguistics,...
  • Han, Z-H., Park, E. S. & Combs, C. (2008). Textual enhancement of input: Issues and possibilities. Applied Linguistics, 29(4), 597-618.
  • Hanaoka, O. (2007). Output, noticing, and learning: an investigation into the role of spontaneous attention to form in a four-stage writing...
  • Izumi, S. (2002). Output, input enhancement, and the noticing hypothesis: An experimental study on ESL relativization. Studies in Second Language...
  • Izumi, S. (2003). Comprehension and production processes in second language learning: In search of the psycholinguistic rationale of the noticing...
  • Izumi, S. & Bigelow, M. (2000). Does output promote noticing and second language acquisition? TESOL Quarterly, 34(2), 239-278.
  • Izumi, S., Bigelow, M., Fujiwara, M. & Fearnow, S. (1999). Testing the output hypothesis: Effects of output on noticing and second language...
  • Jourdenais, R., Ota, M., Stauffer, S., Boyson, B. & Doughty, C. (1995). Does textural enhancement promote noticing? A think-aloud protocol...
  • Kim, Y. & McDonough, K. (2008). The effect of interlocutor proficiency on the collaborative dialogue between Korean as a second language...
  • Kowal, M. & Swain, M. (1994). Using collaborative language production tasks to promote students’ language awareness. Language Awareness,...
  • Lee, J. (2004). On the generalizability, limits, and potential future directions of processing instruction research. In B. VanPatten (Ed.),...
  • Lee, S. (2007). Effects of textual enhancement and topic familiarity on Korean EFL students’ reading comprehension and learning of passive...
  • Lee, S. & Huang, H. (2008). Visual input enhancement and grammar learning: A metaanalytic review. Studies in Second Language Acquisition,...
  • Leeser, M. (2004). The effects of topic familiarity, mode, and pausing on second language learners’ comprehension and focus on form. Studies...
  • Leow, R. P. (1997). The effects of input enhancement and text length on adult L2 readers’ comprehension and intake in second language acquisition....
  • Leow, R. P. (2001). Do learners notice enhanced forms while interacting with the L2? An online and offline study of the role of written input...
  • Leow, R. (2003). The roles of textual enhancement and type of linguistic item in adult L2 learners’ comprehension and intake. Applied Language...
  • Leow, R. P. (2007). Input enhancement in classroom-based SLA research: An attentional perspective. In C. Gascoigne (Ed.), Assessing the impact...
  • Leow, R. P. (2009a). Input enhancement and L2 grammatical development: What the research reveals. In S. L. Katz & J. Watzinger-Tharp (Eds.),...
  • Leow, R. P. (2009b). Modifying the L2 reading text for improved comprehension and acquisition: Does it work? In Z. Han & N. J. Anderson...
  • Mackey, A. & Philp, J. (1998). Conversational interaction and second language development: Recasts, responses, and red herrings? The Modern...
  • Mennim, P. (2003). Rehearsed oral L2 output and reactive focus on form. ELT Journal, 57(2), 130-138.
  • Nassaji, H. & Tian, J. (2010). Collaborative and individual output tasks and their effects on learning English phrasal verbs. Language...
  • Overstreet, M. (1998). Text enhancement and content familiarity: The focus of learner attention. Spanish Applied Linguistics, 2(2), 229-258.
  • Qin, J. (2008). The effect of processing instruction and dictogloss tasks on acquisition of the English passive voice. Language Teaching Research,...
  • Radford, A. (1997). Syntax: A minimalist introduction. Cambridge: Cambridge University Press.
  • Reinders, H. (2009). Learner uptake and acquisition in three grammar-oriented production activities. Language Teaching Research, 13(2), 201-222.
  • Robinson, P. (2001). Task complexity, cognitive resources, and syllabus design: A triadic framework for examining task influences on SLA....
  • Schmidt, R. (1990). The role of consciousness in second language learning. Applied Linguistics, 11(2), 17-46.
  • Schmidt, R. (2001). Attention. In P. Robinson (Ed.), Cognition and second language instruction (pp. 3-32). Cambridge: Cambridge University...
  • Schmidt, R. & Frota, S. (1986). Developing basic conversational ability in a second language: A case study of an adult learner of Portuguese....
  • Sharwood-Smith, M. (1981). Consciousness-raising and the second language learner. Applied linguistics, 2(2), 159-168.
  • Shook, D. J. (1994). FL/L2 reading, grammatical information, and the input-to-intake phenomenon. Applied Language Learning, 5(2), 57-93.
  • Simard, D. (2009). Differential effects of textual enhancement formats on intake. System, 37, 124-135.
  • Storch, N. (1998). A classroom-based study: Insights from a collaborative text reconstruction task. ELT Journal, 52(4), 291-307.
  • Swain, M. (1985). Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In S. Gass &...
  • Swain, M. (1995). Three functions of output in second language learning. In G. Cook & B. Seidlhofer (Eds.), Principle and practice in...
  • Swain, M. (2000). The output hypothesis and beyond: Mediating acquisition through collaborative dialogue. In J. P. Lantolf (Ed.), Sociocultural...
  • Swain, M. & Lapkin, S. (1995). Problems in output and the cognitive processes they generate: A step towards second language learning....
  • Swain, M. & Lapkin, S. (1998). Interaction and second language learning: Two adolescent French immersion students working together. The...
  • Swain, M. & Lapkin, S. (2001). Focus on form through collaborative dialogue: Exploring task effects. In M. Bygate, P. Skehan & M....
  • Thornbury, S. (1997). Reformulation and reconstruction: Tasks that promote ‘noticing’. ELT Journal, 51(4), 326-335.
  • Toth, P. (2006). Processing instruction and a role for output in second language acquisition. Language Learning, 62(2), 319-385.
  • Watanabe, Y. & Swain, M. (2007). Effects of proficiency differences and patterns of pair interaction on second language learning: Collaborative...
  • White, J. (1998). Getting the learners’ attention: A typographical input enhancement study. In C. Doughty & J. Williams (Eds.), Focus...
  • Williams, J. (1999). Memory, attention, and inductive learning. Studies in Second Language Acquisition, 21(1), 1-48.
  • Yoshimura, F. (2006). Does manipulating foreknowledge of output tasks lead to differences in reading behavior, text comprehension and noticing...