The role of a consciousness-raising task in a focused-task sequence
DOI:
https://doi.org/10.18309/ranpoll.v53i1.1610Keywords:
Explicit learning, Consciousness-raising task, Focused tasks, Wh-questionsAbstract
This paper analyzes the role of explicit information on the learning of subject and object wh-questions in a sequence of tasks. Two sequences of focused tasks (ELLIS, 2003) were designed to incorporate flooded and enhanced subject and object wh-questions in the input. The activities were the same, except for a consciousness-raising task (C-RT) in one of the sequences, which was devised to promote learners’ explicit knowledge of the target structures. Two groups of EFL high school students participated in the study. The data were collected through a pre- and a post-test that required the production and the recognition of the structures. The groups’ performance was compared, and the results showed that the focused-task sequence containing the C-RT was not promising, possibly due to learners’ internal factors which may play down the role of explicit knowledge in the foreign language learning process.
Downloads
References
AMIRIAN, S. M. R.; SADEGHI, F. The effect of grammar consciousness-raising tasks on EFL learners performance. International Journal of Linguistics, v. 4, n. 3, p. 708-720, 2012. DOI: https://doi.org/10.5296/ijl.v4i3.2392
ARANI, S. G.; YAZDANIMOGHADDAM, M. The impact of input flooding and textual enhancement on Iranian EFL learners’ syntactic development. Columbia University Working Papers in TESOL & Applied Linguistics, v. 16, n. 1, p. 25-37, 2016.
DE LA FUENTE, M. J. The role of pedagogical tasks and focus on form in acquisition of discourse markers by advanced learners. In: LEOW, R. P.; CAMPOS, H.; LARDIERE, D. (org.). Little words: their history, phonology, syntax, semantics, pragmatics, and acquisition. Washington, DC: Georgetown University Press, 2009. p. 211-221.
DOUGHTY, C.; WILLIAMS, J. Pedagogical choices in focus on form. In: DOUGHTY, C.; WILLIAMS, J. (org.). Focus on form in classroom second language acquisition. Cambridge: Cambridge University Press, 1998. p. 97-261.
ELLIS, R. Task-based language learning and teaching. Oxford: Oxford University Press, 2003.
ELLIS, R. A typology of written corrective feedback types. ELT Journal, v. 63, n. 2, p. 97-107, 2009. DOI: https://doi.org/10.1093/elt/ccn023
ELLIS, R. Towards a modular language curriculum for using tasks. Language Teaching Research, v. 23, n. 4, p. 454–475, 2019. DOI: https://doi.org/10.1177/1362168818765315
ELLIS, R.; SHINTANI, N. Exploring language pedagogy through second language acquisition research. London: Routledge, 2014.
FOTOS, S.; ELLIS, R. Communicating about grammar: a task-based approach. TESOL Quarterly, v. 25, n. 4, p. 605-628, 1991. DOI: https://doi.org/10.2307/3587079
GASS, S.; SVETICS, I.; LEMELIN, S. Differential effects of attention. Language Learning, v. 53, n. 3, p. 497–545, 2003. DOI: https://doi.org/10.1111/1467-9922.00233
GESSER, A. R. Estudo comparativo com duas sequências de tarefas focadas para o aprendizado de perguntas iniciadas com wh-words/phrases. 2019. 224 f. Dissertação (Mestrado em Linguística) – Centro de Comunicação e Expressão, Universidade Federal de Santa Catarina, Florianópolis, 2019.
GUASTI, M. T.; BRANCHINI C.; AROSIO, F. Interference in the production of Italian subject and object wh-questions. Applied Psycholinguistics, v. 33, p. 185–223, 2012. DOI: https://doi.org/10.1017/S0142716411000324
HAKANSSON, G. Processability Theory – Explaining developmental sequences. In: GARCÍA MAYO, M. del P.; MANGADO, M. J. G.; ADRIÁN, M. M. (org.). Contemporary approaches to second language acquisition. Amsterdam: John Benjamins Publishing Company, 2013, p. 111-127.
HAN, Z.; PARK, E. S.; COMBS, C. Textual enhancement of input: issues and possibilities. Applied Linguistics, v. 29, n. 4, p. 597-618, 2008. DOI: https://doi.org/10.1093/applin/amn010
HERNÁNDEZ, T. A. Re-examining the role of explicit instruction and input flood on the acquisition of Spanish discourse markers. Language Teaching Research, v. 15, n. 2, p. 159–182, 2011. DOI: https://doi.org/10.1177/1362168810388694
HULSTIJN, J.; DE GRAAFF, R. Under what conditions does explicit knowledge of a second language facilitate the acquisition of implicit knowledge? A research proposal. AILA Review, v. 11, p. 97–112, 1994.
KUMARAVADIVELU, B. The postmethod condition: (e)merging strategies for second/foreign language teaching. TESOL Quarterly, v. 28, n. 1, p. 27-48, 1994. DOI: https://doi.org/10.2307/3587197
LEUNG, J. H. C.; WILLIAMS, J. N. The implicit learning of mappings between forms and contextually derived meanings. Studies in Second Language Acquisition, v. 33, n. 1, p. 33-55, 2011. DOI: https://doi.org/10.1017/S0272263110000525
LONG, M. H. Second language acquisition and task-based language teaching. Chichester, West Sussex: John Wiley and Sons, Inc., 2015.
NORRIS, J. M.; ORTEGA, L. Effectiveness of L2 instruction: a research synthesis and quantitative meta-analysis. Language Learning, v. 50, n. 3, p. 417–528, 2000. DOI: https://doi.org/10.1111/0023-8333.00136
PIENEMANN, M. Language processing and second language development: processability theory, Studies in Bilingualism 15. Amsterdam: John Benjamins, 1998.
PIENEMANN, M. Developmental schedules. In: PIENEMANN, M.; KEBLER, J. (org.). Studying processability theory. Amsterdam: John Benjamins Publishing Company, 2011. p. 50-63.
PIENEMANN, M. An outline of processability theory and its relationship to other approaches to SLA. Language Learning, v. 65, n. 1, 2015, p. 123–151. DOI: https://doi.org/10.1111/lang.12095
RASHTCHI, M.; YOUSEFI, L. M. Reading input flooding versus listening input flooding: can they boost speaking skill? Journal of Language and Cultural Education, v. 5, n. 1, p. 39-58, 2017. DOI: https://doi.org/10.1515/jolace-2017-0003
REINDERS, H.; ELLIS, R. The effects of two types of input on intake and the acquisition of implicit and explicit knowledge. In: ELLIS, R.; LOEWEN, S.; ELDER, C.; ERLAM, R.; PHILP, J.; REINDERS, H. (org.). Implicit and explicit knowledge in second language learning, testing and teaching. Bristol: Multilingual Matters, 2009. p. 281-302.
REINDERS, H. Towards a definition of intake in second language acquisition. Applied Research in English, v. 1, n. 2, p. 15- 36, 2012. DOI: http://doi.org/10.22108/ARE.2012.15452
ROWLAND, C. F.; PINE, J. M. Subject-auxiliary inversion errors and wh-question acquisition: ‘what children do know?’ Journal of Child Language, v. 27, n. 1, p. 157-181, 2000. DOI: https://doi.org/10.1017/S0305000999004055
SCHMIDT, R. Attention. In: ROBINSON, P. (org.). Cognition and second language instruction. Cambridge: Cambridge University Press, 2001. p. 3-32.
SCHMIDT, R. Attention, awareness and individual differences in language teaching. In: CHAN, W. M.; CHI, S.; CIN, K. N.; INSTANTO, J.; NAGAMI, M.; SEW, J. W.; SUTHIWAN, T.; WALKER, I. (org.). Proceeding of CLaSIC 2010. Singapore: National University of Singapore, 2010. p. 721-737.
SEIDL, A.; HOLLICH, G.; JUSCZYK, P. W. Early understanding of subject and object wh-questions. Infancy, v. 4, n. 3, p. 423-436, 2003. DOI: https://doi.org/10.1207/S15327078IN0403_06
SHARWOOD SMITH, M. Speaking to many minds: on the relevance of different types of language information for the L2 learner. Second Language Research, v. 7, n. 2, p. 118-132, 1991. DOI: https://doi.org/10.1177/026765839100700204
SKEHAN, P. A cognitive approach to language learning. Oxford: Oxford University Press, 1998.
SPADA, N.; LIGHTBOWN, P. M. Instruction, first language influence, and developmental readiness in second language acquisition. The Modern Language Journal, v. 83, n. 1, p. 1-22, 1999. DOI: https://doi.org/10.1111/0026-7902.00002
SPADA, N.; TOMITA, Y. Interactions between type of instruction and type of language feature: a meta-analysis. Language Learning, v. 60, n. 2, p. 263-308, 2010. DOI: https://doi.org/10.1111/j.1467-9922.2010.00562.x
SZUDARSKI, P.; CARTER, R. The role of input flood and input enhancement in EFL learners’ acquisition of collocations. International Journal of Applied Linguistics, v. 26, n. 2, p. 245-265, 2016. DOI: https://doi.org/10.1111/ijal.12092
TARVIN, W. L.; AL-ARISHI, A. Y. Rethinking communicative language teaching: reflection and the EFL classroom. TESOL Quarterly, v. 25, n. 1, p. 9-25, 1991. DOI: https://doi.org/10.2307/3587026
VALIAN, V.; CASEY, L. Young children's acquisition of wh-questions: the role of structured input. Journal of Child Language, v. 30, p. 117-143, 2003. DOI: https://doi.org/10.1017/S0305000902005457
XAVIER, R. P. Planejamento de ensino baseado em tarefas. In: BARBIRATO, R. de C.; DA SILVA, V. T. (org.). Planejamento de cursos de línguas: traçando rotas, explorando caminhos. Campinas: Pontes Editores, 2016, p. 15-43.
ZHANG, X. A study on the acquisition of English wh-question by Chinese beginning learners. Theory and Practice in Language Studies, v. 6, n. 8, p. 1578-1583, 2016. DOI: http://dx.doi.org/10.17507/tpls.0608.08
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 Revista da Anpoll
This work is licensed under a Creative Commons Attribution 4.0 International License.
Os trabalhos publicados na Revista da Anpoll são licenciados sob os termos da licença Creative Commons Atribuição 4.0 Internacional. Assim, os/as autores/as ou terceiros podem copiar e redistribuir o material licenciado em qualquer suporte ou formato, e remixar, transformar, ou criar a partir do material desde que sejam dados os devidos créditos ao trabalho original. Ressalta-se que a redistribuição, transformação ou criação, de iniciativa de dos/as autores/as ou de terceiros, deve mencionar a precedência de sua publicação neste periódico, citando-se o volume, número e data desta publicação.
