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Modified Output (modified + output)

Distribution by Scientific Domains
Humanities and Social Sciences100%

Selected Abstracts

Exploring the Relationship Between Modified Output and Working Memory Capacity

LANGUAGE LEARNING, Issue 3 2010
Alison Mackey
This study examines the relationship between learners' production of modified output and their working memory (WM) capacity. The task-based interactions of 42 college-level, native English-speaking learners of Spanish as a foreign language were examined. A relationship was found between learners' WM test scores and their tendency to modify output. Specifically, greater processing capacity was related to greater production of modified output during interaction. [source]

Uptake, Modified Output, and Learner Perceptions of Recasts: Learner Responses as Language Awareness

MODERN LANGUAGE JOURNAL, Issue 1 2010
TAKAKO EGI
Recent research has shown that certain learners' responses to feedback, specifically repair and modified output, are predictive of subsequent second language (L2) development. Yet, little is understood about why these responses are associated with second language acquisition (SLA). The current study investigated this question by exploring the cognitive processes underlying learner responses. Learners of Japanese (n,= 24) engaged in task-based interactions during which they received recasts of their errors. Each learner then watched video clips of the recast episodes and commented on them. The learners' stimulated recall reports were analyzed in relation to their responses to the recasts: uptake, repair, and modified output. In recast episodes where they produced uptake, their reports indicated that they perceived the recasts as corrective feedback significantly more frequently compared to cases where they did not produce uptake. In episodes where learners correctly repaired their errors, they were significantly more likely to report not only recognizing corrective recasts but also noticing the interlanguage,L2 mismatch. Modified output was also significantly related both to learners' recognition of corrective recasts and to their noticing of the gap (Schmidt & Frota, 1986). Given the developmental benefits commonly associated with noticing the gap, these findings may partly explain why repair and modified output have been found to be predictive of SLA. [source]

Exploring the Relationship Between Modified Output and Working Memory Capacity

LANGUAGE LEARNING, Issue 3 2010
Alison Mackey
This study examines the relationship between learners' production of modified output and their working memory (WM) capacity. The task-based interactions of 42 college-level, native English-speaking learners of Spanish as a foreign language were examined. A relationship was found between learners' WM test scores and their tendency to modify output. Specifically, greater processing capacity was related to greater production of modified output during interaction. [source]

Interactional Input and The Incorporation of Feedback: An Exploration of NS,NNS and NNS,NNS Adult and Child Dyads

LANGUAGE LEARNING, Issue 1 2003
Alison Mackey
Given the documented benefits of participation in communicative interaction (e.g., Gass & varonis, 1994; Mackey, 1999), the present study investigated the effects of interlocutor type on the provision and incorporation of feedback in task,based interaction. The interactions of 48 dyads, evenly divided among adults and children, and native speaker,nonnative speaker and nonnative speaker,native speaker, were analyzed to assess the effect of interlocutor on (1) amount of feedback, (2) opportunities for modified output, and (3) immediate incorporation of feedback. In all dyed types, at least 30% of errors resulted in feedback, much of which led to modified output. Analyses also revealed significant differences for amount, nature, and response to feedback according to dyad type. [source]

Conversational Repair as a Role-Defining Mechanism in Classroom Interaction

MODERN LANGUAGE JOURNAL, Issue 3 2003
Grit Liebscher
This article is concerned with the ways in which the students and the teacher in a content-based German as a foreign language class used repair in order to negotiate meaning and form in their classroom. Through a combination of qualitative and quantitative approaches, we discuss how repair in this institutional setting differed from repair in mundane conversation and how repair was used differently by the students and the teacher. Given that students and the teacher were all competent speakers of both the first language (L1) and the second language (L2), we found that these differences were not merely indications of incomplete L2 usage. Instead, they manifested how the students and the teacher enacted and perceived their respective roles within the classroom and, based on role concepts, demonstrated different access to repair as a resource. The analysis shows that repair is a resource for modified output as well as modified input in classroom settings. [source]