learner autonomy in focus-on-form: task explicitness and language proficiency
DESCRIPTION
Learner Autonomy in Focus-on-Form: Task Explicitness and Language Proficiency. Su Yunwen. Purpose. learner-generated attention to form focus-on-form instruction task explicitness & language proficiency. The Study — Focus-on-Form (FonF). - PowerPoint PPT PresentationTRANSCRIPT
![Page 1: Learner Autonomy in Focus-on-Form: Task Explicitness and Language Proficiency](https://reader036.vdocuments.mx/reader036/viewer/2022062501/56816829550346895dddbd32/html5/thumbnails/1.jpg)
西安交通大学精品课“大学综合英语”课程组
Learner Autonomy in Focus-on-Form: Task Explicitness and Language Proficiency
Su Yunwen
![Page 2: Learner Autonomy in Focus-on-Form: Task Explicitness and Language Proficiency](https://reader036.vdocuments.mx/reader036/viewer/2022062501/56816829550346895dddbd32/html5/thumbnails/2.jpg)
西安交通大学精品课“大学综合英语”课程组
Purpose
learner-generated attention to form focus-on-form instruction task explicitness & language proficiency
![Page 3: Learner Autonomy in Focus-on-Form: Task Explicitness and Language Proficiency](https://reader036.vdocuments.mx/reader036/viewer/2022062501/56816829550346895dddbd32/html5/thumbnails/3.jpg)
西安交通大学精品课“大学综合英语”课程组
The Study — Focus-on-Form (FonF)
Any instructional activities, no matter planned or incidental, reactive or preemptive, which are meaning-based but with a focus on language form
![Page 4: Learner Autonomy in Focus-on-Form: Task Explicitness and Language Proficiency](https://reader036.vdocuments.mx/reader036/viewer/2022062501/56816829550346895dddbd32/html5/thumbnails/4.jpg)
西安交通大学精品课“大学综合英语”课程组
The Study — Independent Variables
1. Task Explicitness
2. Learner Proficiency Level
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西安交通大学精品课“大学综合英语”课程组
U: unobtrusive O: Obtrusive
U ←────────────→ O Input flood * Task-essential language * Input enhancement * Negotiation * Recast * Output enhancement * Interaction enhancement * Dictogloss * Consciousness-raising tasks * Input processing * Garden path *
Task Explicitness
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西安交通大学精品课“大学综合英语”课程组
Picture Sequencing (PS)
Task-essential language (TE)
Dictogloss (DG)
Task Explicitness
![Page 7: Learner Autonomy in Focus-on-Form: Task Explicitness and Language Proficiency](https://reader036.vdocuments.mx/reader036/viewer/2022062501/56816829550346895dddbd32/html5/thumbnails/7.jpg)
西安交通大学精品课“大学综合英语”课程组
PL1: 24 1st year non-English majors from A classes
PL2: 24 2nd year non-English majors form CET-4 classes
PL3: 24 2nd year non-English majors from CET-6 classes
Language Proficiency
![Page 8: Learner Autonomy in Focus-on-Form: Task Explicitness and Language Proficiency](https://reader036.vdocuments.mx/reader036/viewer/2022062501/56816829550346895dddbd32/html5/thumbnails/8.jpg)
西安交通大学精品课“大学综合英语”课程组
The Study — Dependent Variable
Learner Autonomy:
Language-related Episode (LRE)
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西安交通大学精品课“大学综合英语”课程组
Discourse in which the learners talk or ask about language, or question, implicitly or explicitly their own language use or that of others.
Definition
Iris: Were moored on Kim: Sorry, I reckon in River Thames Iris: Why in? Kim: On…yes on… on the River Thames on the Yarra not in the Yarra
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西安交通大学精品课“大学综合英语”课程组
LREs of different exchange types -Preemptive LREs (learner-
initiated) Learner-learner (LLP) Learner-teacher (LTP) -Reactive LREs (learner-learner) Implicit (IR) Explicit (ER)
Typologies
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西安交通大学精品课“大学综合英语”课程组
LREs with different linguistic focuses
Phonological
Lexical
Syntactical
Typologies
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西安交通大学精品课“大学综合英语”课程组
LREs with different move structures
With an uptake move
Without an uptake move
Typologies
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西安交通大学精品课“大学综合英语”课程组
1. Is individual proficiency level related to the extent to which learners pay attention to form?
2. Is explicitness of FonF task (planned/incidental) related to the extent to which learners pay attention to language form?
3. Is there any interaction of proficiency level and task type on learners’ attention to form?
4. How do LREs vary (number and type) at different proficiency level and in different FonF tasks?
Research Questions
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西安交通大学精品课“大学综合英语”课程组
Results — Proficiency Level and Learner Autonomy
Task Type
DGTEPS
Mea
n LR
Es12
10
8
6
4
2
0
PL
PL1
PL2
PL3
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西安交通大学精品课“大学综合英语”课程组
Results — Task Type and Learner Autonomy
Proficiency Level
3.002.001.00
Mea
n LR
Es12
10
8
6
4
2
0
Task Type
PS
TE
DG
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西安交通大学精品课“大学综合英语”课程组
Results — Interaction of Task Type & Proficiency Level
Proficiency Level
3.002.001.00
Mea
n LR
Es12
10
8
6
4
2
0
Task Type
PS
TE
DG
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西安交通大学精品课“大学综合英语”课程组
Results — Investigation into LRE Types
PL
1.002.003.00
Num
ber o
f LRE
s140
120
100
80
60
40
20
0
Percent
50
0
LRE Type
IR
ER
L-LP
L-TP
7
10
8
18
32
25
56
402932
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西安交通大学精品课“大学综合英语”课程组
Results — Investigation into LRE Types
Task Type
1.002.003.00
Num
ber o
f LRE
s160
140
120
100
80
60
40
20
0
Percent50
0
LRE Type
IR
ER
L-LP
L-TP
8
913
36
2315
49
17
31
55
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西安交通大学精品课“大学综合英语”课程组
1. Significantly more preemptive LREs than reactive ones
2. The number of reactive LREs rises up as learners’ proficiency increases.
3. With the increase of explicitness of the task, the portion of reactive LREs in all the LREs found in the same FonF task rises.
LREs –Exchange Types
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西安交通大学精品课“大学综合英语”课程组
Results — Investigation into LRE Types
PL
1.002.003.00
Num
ber o
f LRE
s140
120
100
80
60
40
20
0
Percent
50
0
LRE Type
Phnological
Syntactical
Lexical
8
13
52
5365
70
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西安交通大学精品课“大学综合英语”课程组
Results — Investigation into LRE Types
Task Type
1.002.003.00
Num
ber o
f LRE
s160
140
120
100
80
60
40
20
0
Percent50
0
LRE Type
Phonological
Syntactical
Lexical
912
13
41
35
53
101
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西安交通大学精品课“大学综合英语”课程组
1. Significantly more lexical LREs than syntactical and then phonological ones
2. The number of all the three types of LREs rises as learners’ proficiency increases, with the number of syntactical LREs at the highest rate
3. Both lexical and syntactical LREs increase in number as the explicitness of the task rises, with the latter at a significantly higher rate.
LREs –Linguistic Focuses
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西安交通大学精品课“大学综合英语”课程组
Results — Investigation into LRE Types
PL
1.002.003.00
Num
ber o
f LRE
s140
120
100
80
60
40
20
0
Percent
50
0
LRE Type
No uptake moves
Uptake moves
26
29
46
29
53
84
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西安交通大学精品课“大学综合英语”课程组
Results — Investigation into LRE Types
Task Type
1.002.003.00
Num
ber o
f LRE
s160
140
120
100
80
60
40
20
0
Percent50
0
LRE Type
no uptake moves
uptake moves
1827
56
3840
88
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西安交通大学精品课“大学综合英语”课程组
1. Significantly more LREs with an uptake move than those without
2. LREs with uptake an move and LREs without am uptake move increase in number at almost the same rate when the proficiency level and/or the explicitness of the task increases.
LREs –Uptake Move
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西安交通大学精品课“大学综合英语”课程组
Discussion — Pedagogical Implications
1. Directing learners’ attention to language form without intervening with the process so much
2. Encouraging learners to make response to other’s language or feedback to increase awareness of language form and the association between form and meaning
3. Calling learner attention to other aspects of language other than lexical ones
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西安交通大学精品课“大学综合英语”课程组
Discussion — Further Research
1. Longitudinal studies that address the effectiveness of learner-generated attention to form are needed.
2. Whether teacher intervention to increase attention to form can accelerate learners’ acquisitional processes. If so, how and when?
3. Do learners’ perception of task difficulty and their beliefs in language learning influence their attention to form and in what way?
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西安交通大学精品课“大学综合英语”课程组