THE OFFICE TEST CUSTOMER SERVICES TEST FOOD AND DRINKS TEST 1 MOVEMENT: IN | ON | AT TEST WORD CHALLENGE TEST 4 JOB INTERVIEWS TEST ADVERTISING TEST AIRPORT TRAVEL TEST BLIND TEST 2 WORD CHALLENGE TEST 3 We interpret the results with reference to recent theory and research on attention, noticing, and language learning and provide a more nuanced and empirically based understanding of the noticing construct.TEST YOUR ENGLISH PRACTICE WITH PRECISIONīUSINESS MEETINGS TEST WORK AND JOBS TEST HEALTH AND MEDICINE TEST AND BUT SO BECAUSE TEST WORD CHALLENGE TEST 1īUSINESS PRESENTATIONS TEST BLIND TEST 1 TRANSPORTATION TEST MAKE OR DO TEST WORD CHALLENGE TEST 2 Finally, the production of only the a → ä verbs-not the e → i(e) verbs-benefited from direct visual comparisons during reading, possibly because of the umlaut in the former. Longer total times had a modest, favorable effect on the subsequent production of the stem vowel. Results indicate that learners looked longer overall at stem-changing verbs than regular verbs, revealing a late effect of verb irregularity on reading times. Productive pre- and posttests measured the effects of exposure on learning. Each verb appeared in a baseline sentence in the first-person singular, which has no stem change, and a critical sentence in the second- or third-person singular, which have a stem change for the irregular but not the regular verbs, on the same screen. The stem-changing verbs consisted of six a → ä changing verbs and six e → i(e) changing verbs. Forty beginning learners of German read 12 German sentence pairs with stem-changing verbs and 12 German sentence pairs with regular verbs while an Eyelink 1000 recorded their eye movements. On the assumption that attention facilitates learning (e.g., Gass, 1997 Robinson, 2003 Schmidt, 2001 ), we expected more attention (i.e., longer fixations or more frequent comparisons between verb forms) to lead to more learning of the irregular verbs. We measured beginning learners’ eye movements during sentence processing to investigate whether or not they actually attend to irregular verb features and, if so, whether the amount of attention that they pay to these features predicts their acquisition. This study focuses on beginning second language learners’ attention to irregular verb morphology, an area of grammar that many adults find difficult to acquire (e.g., DeKeyser, 2005 Larsen-Freeman, 2010 ).
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |