1887
  1. Home
  2. e-Journals
  3. ITL - International Journal of Applied Linguistics
  4. Volume 141, Issue 1
  5. Article
Volume 141, Issue 1
  • ISSN 0019-0829
  • E-ISSN: 1783-1490
USD
Buy:$35.00 + Taxes

Abstract

This study sought to identify and describe how negative evidence was made available and accessible in responses to learners during two classroom activities: a teacher-led discussion, which emphasized communication of subject matter content, and a teacher-led sentence construction exercise, which focused on application of grammatical rules.

Data came from adult, pre-academic English language learners during six discussions of American film and literature, and six sets of sentence construction exercises. Findings revealed little availability of negative evidence in the discussions, as students' fluent, multi-error contributions drew responses that were primarily back-channels and continuation moves. Greater availability and accessibility of negative evidence were found in the sentence construction exercises, as students were given feedback following their completion of individual sentences.

Results from the study suggested several pedagogical implications and applications.

© 2003 John Benjamins Publishing Company
Loading

Article metrics loading...

/content/journals/10.2143/ITL.141.0.2003192
2003-01-01
2024-12-11

  • From This Site

    /content/journals/10.2143/ITL.141.0.2003192
    dcterms_title,dcterms_subject,pub_keyword
    -contentType:Journal -contentType:Contributor -contentType:Concept -contentType:Institution
    10
    5
Loading full text...

Full text loading...

References

  1. ALLWRIGHT, R.
    1975 Problems in the study of the language teacher's treatment of learner error. In: M. K. Burt and H. C. Dulay (Eds.) On TESOL'75: New Direction in Second Language Learning, Teaching and Bilingual Education. TESOL, Washington, D.C., pp.96–101.
     [Google Scholar]
  2. BOHANNON, J , AND STANOWICZ, L.
    1988 The issue of negative evidence: adult responses to children's language errors. Developmental Psychology24 (5), 684–689.
  3. BROWN, R. AND HANLON, C
    1970 Derivational complexity and order of acquisition in child speech. In: J. Hayes (Ed.). Cognition and the Development of Language. Wiley, New Yorkpp.11–53.
  4. CARROLL, S. AND SWAIN, M.
    1993 explicit and implicit negative feedback: an empirical study of the learning of linguistic generalizations. Studies in Second Language Acquisition, 15, 357–386.
     [Google Scholar]
  5. CHAUDRON, C.
    1977 A descriptive model of discourse in the corrective treatment of learners' errors. Language Learning27, 29–46.
     [Google Scholar]
  6. 1988 Second Language Classrooms: Research on Teaching and Learning. Cambridge University Press ,New York
  7. CHUN, A. DAY, R. , CHENOWETH, A. AND LUPPESCU, S.
    1982 Errors, interaction, and correction: a study of native-normative conversations. TESOL Quarterly, 16, 537–547.
     [Google Scholar]
  8. DAY, R. , CHENOWETH, A. CHUN, A. AND LUPPESCU, S.
    1984.Corrective feedback in native-normative discourse. Language Learning, 34 (1), 19–46.
     [Google Scholar]
  9. DEKEYSER, R.
    1993 The effect of error correction on L2 grammar knowledge and oral proficiency. The Modern Language Journal, 77, 501–514.
     [Google Scholar]
  10. DOUGHTY, C. AND VARELA, E.
    1998 Communicative focus on form. In: C. Doughty and J. Williams (Eds.), Focus on Form in Classroom Second Language Acquisition. Cambridge University Press, New York, pp.114–138.
  11. DOUGHTY, C. AND WILLIAMS, J.
    (Eds.) 1998 Focus on Form in Classroom Second Language Acquisition. Cambridge University Press, New York.
  12. ELLIS, R.
    1994 The study of second language acquisition. Oxford University Press, Oxford.
  13. FANSELOW, J.
    1977 The treatment of error in oral work.. Foreign Language Annals10,. 583–593.
     [Google Scholar]
  14. FARRAR, M.
    1990 Discourse and the acquisition of grammatical morphemes. Journal of Child Language17 (3), 607–624.
     [Google Scholar]
  15. 1992 Negative evidence and grammatical morpheme acquisition. Developmental Psychology28 (1), 90–98
     [Google Scholar]
  16. GASS, S. AND SELINKER, L.
    1994 Second Language Acquisition: An Introductory Course. Lawrence Erlbaum, Hillsdale, NJ
  17. GASS, S. AND VARONIS, E.
    1989 Incorporated repairs in non-native discourse. In: M. Eisenstein (Ed.). The Dynamic Interlanguage: Empirical Studies in Second Language Variation. Plenum Press, New York, pp.71–86.
  18. 1994 Input, interaction, and second language production. Studies in Second Language Acquisition16, 283–302.
     [Google Scholar]
  19. HIRSCH-PASEK, K. , TREIMAN, R. , AND SCHNEIDERMAN, E.
    1984 Brown and Hanlon revisited: mother's sensitivity to ungrammatical forms. Journal of Child Language11, 81–88.
     [Google Scholar]
  20. KUMARAVADIVELU, B.
    1994 The postmethod condition: emerging strategies for second/foreign language teaching TESOL Quarterly28, 27–48.
     [Google Scholar]
  21. LAPKIN, S. AND SWAIN, M.
    a 1996 Vocabulary teaching in a grade 8 French immersion classroom: a descriptive case study. Canadian Modern Language Review53 (1), 242–256.
     [Google Scholar]
  22. LEVINSON, S.
    1983 Pragmatics. Cambridge University Press, Cambridge.
  23. LIGHTBOWN, P.
    1993 Input, interaction, and feedback in second language acquisition. Second Language Research7, ii–iv.
     [Google Scholar]
  24. LIGHTBOWN, P. AND SPADA, N.
    1990 Focus on form and corrective feedback in communicative language teaching: effects on second language learning. Studies in Second Language Acquisition12, 429–448.
     [Google Scholar]
  25. 1997 Learning English as a second language in a special school in Quebec. Canadian Modern Language Review53 (2), 215–355.
     [Google Scholar]
  26. LONG, M.
    1985 Input and second language acquisition theory. In: S. Gass & C. Madden (Eds.) Input in Second Language Acquisition. Newbury House, Rowley, MA., pp.377–393.
  27. 1996 The role of the linguistic environment in second language acquisition. In: W. C. Ritchie & T. K. Bhatia (Eds.), Handbook of Language Acquisition (Vol.2) Second Language Acquisition Academic Press, New York, pp.413–468.
  28. LONG, M. , INAGAKI, S. AND ORTEGA, L
    1998 The role of implicit negative evidence in SLA: models and recasts in Japanese and Spanish. The Modern Language Journal, 82, 357–371.
     [Google Scholar]
  29. LOSCHKY, L. AND BLEY-VROMAN, R.
    1990 Creating structure-based communication tasks for second language development. University of Hawai'i Working Papers in ESL, 9, 161–212. Reprinted in: G. Crookes & S. Gass (Eds) 1993 Tasks and Language Learning: Integrating Theory and Practice. Multilingual Matters LTD, Clevedon, England, pp.123–167..
     [Google Scholar]
  30. LYSTER, R.
    1998 Recasts, repetition, and ambiguity in L2 classroom discourse. Studies in Second Language Acquisition20,51–81.
     [Google Scholar]
  31. LYSTER, R. AND RANTA, L.
    1997 Corrective feedback and learner uptake: negotiation of form in communicative classrooms. Studies in Second Language Acquisition19, 137–66.
     [Google Scholar]
  32. MACKEY, A. AND PHILP, J.
    1998 Conversational interaction and second language development: recasts, responses, and red herrings? Modern Language Journal82, 338–356.
     [Google Scholar]
  33. NELSON, K.E.
    1977 Facilitating children's syntax acquisition. Developmental Psychology13, 101–107.
     [Google Scholar]
  34. NOBUYOSHI, J. AND ELLIS, R.
    1993 Focused communication tasks and second language acquisition. English Language Teaching Journal47, 203–210.
     [Google Scholar]
  35. OLIVER, R.
    1995., Negative feedback in child NS/NNS conversation. Studies in Second Language Acquisition17, 559–482.
     [Google Scholar]
  36. 2000 Age differences in negotiation and feedback in classroom and pairwork.. Language Learning50,119–151.
     [Google Scholar]
  37. PICA, T.
    1985 The selective impact of classroom instruction on second language acquisition. Applied Linguistics6 (3), 214–222..
     [Google Scholar]
  38. 1988 Interlanguage adjustments as an outcome of NS-NNS negotiated interaction. Language Learning38, 45–73.
     [Google Scholar]
  39. 1994 Research on negotiation: what does it reveal about second language learning conditions, processes, and outcomes? Language Learning44, 493–527.
     [Google Scholar]
  40. 2000 Tradition and transition in English language teaching methodology. System28 (1), 1–18.
     [Google Scholar]
  41. PICA, T. , BILLMYER, K. , JULIAN, M. A. BLAKE-WARD, M. , BUCHHEIT, L. , NICOLARY, S. AND SULLIVAN, J.
    2001 From Content-Based Texts to Form Focused Tasks: An Integration of Second Language Theory, Research, and Pedagogy. Presentation to annual AAAL Conference, February 2001, St. Louis, MO.
     [Google Scholar]
  42. PICA, T. HOLLIDAY, L. LEWIS, N. AND MORGENTHALER, L.
    1989 Comprehensible output as an outcome of linguistic demands on the learner. Studies in Second Language Acquisition11, 63–90.
     [Google Scholar]
  43. PICA, T. , KANAGY, R. AND FALODUN, J.
    1993 Choosing and using communication tasks for second language instruction. In: G. Crookes & S.M. Gass (eds.) Tasks and Language Learning. Multilingual Matters LTD, Clevedon, England, pp.9–34.
  44. RICHARDS, J. R. , PLATT, J. & PLATT, H.
    1992 .Longman Dictionary of Language Teaching and Applied Linguistics, London: Longman.
  45. RICHARDSON, M.A.
    1995 The use of negative evidence in second language acquisition of grammatical morphemes. Unpublished master's thesis. University of Western Australia at Perth.
  46. SCHMIDT, R.
    1990 The role of consciousness in language learning. Applied Linguistics11, 17–46.
     [Google Scholar]
  47. SCHWARTZ, B.
    1993 On explicit and negative data effecting and affecting competence and Linguistics behavior. Studies in Second Language Acquisition15, (2), 147–163.
     [Google Scholar]
  48. SCHWARTZ, B. AND GUBALA-RYZAK, M.
    1992 Learnability and grammar reorganization in L2: against negative evidence causing the unlearning of verb movement. Second Language Research8 (1), 1–38.
     [Google Scholar]
  49. SPADA, N.
    1997 Form-focused instruction and second language acquisition: a review of classroom and laboratory research. Language Teaching29 (1), 1–15.
     [Google Scholar]
  50. SPADA, N. AND LIGHTBOWN, P
    1993 Instruction and the development of questions in L2 classrooms. Studies in Second Language Acquisition15 (2), 205–224.
     [Google Scholar]
  51. SWAIN, M.
    1995 Three functions of output in second language learning. In: G. Cook & B. Seidlhofer (Eds.), For H. G. Widdowson ; Principles and Practice in the Study of Language. Oxford University Press, Oxford, UK, pp.125–144.
  52. TOMASELLO, M. AND HERRON, C
    1988 Down the garden path: inducing and correcting overgeneralization errors in the foreign language classroom. Applied PsychoLinguistics9, 237–246.
     [Google Scholar]
  53. 1989 Feedback for language transfer errors: the garden path technique Studies in Second Language Acquisition11, 385–395.
     [Google Scholar]
  54. TRUSCOTT, R.
    1996 Review article: the case against grammar correction in L2 writing classes. Language Learning46, 327–369.
     [Google Scholar]
  55. WHITE, L.
    1991 Adverb placement in second language acquisition: some positive and negative evidence in the classroom. Second Language Research7, 122–161.
  56. WHITE, L. , SPADA, N. , LIGHTBOWN, P. , RANTA, L.
    1991 Input enhancement and L2 question formation. Applied Linguistics12, 416–432.
  57. WILLIAMS, J. AND EVANS, J.
    1998 Which kind of focus n which kind of forms? In: C. Doughty & J. Williams (Eds.), Focus on Form in Classroom Second Language Acquisition. Cambridge University Press, New
/content/journals/10.2143/ITL.141.0.2003192
Loading
  • Article Type: Research Article
Keyword(s): Classroom Communication; English as a Second Language Learning; Feedback; Second Language Instruction; Second Language Learning

Most Cited

This is a required field
Please enter a valid email address
Approval was successful
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error