NOTICING AND TEXT-BASED CHAT
This study examined the capacity of text-based online chat to promote learners’ noticing of their problematic language productions and of the interactional feedback from their interlocutors. In this study, twelve ESL learners formed six mixed-proficiency dyads. The same dyads worked on two spot-the-...
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| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
National Foreign Language Resource Center
2006-09-01
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| Series: | Language Learning and Technology |
| Subjects: | |
| Online Access: | http://llt.msu.edu/vol10num3/pdf/laizhao.pdf |
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| Summary: | This study examined the capacity of text-based online chat to promote learners’ noticing of their problematic language productions and of the interactional feedback from their interlocutors. In this study, twelve ESL learners formed six mixed-proficiency dyads. The same dyads worked on two spot-the-difference tasks, one via online chat and the other through face-to-face conversation. Stimulated recall sessions were held subsequently to identify instances of noticing. It was found that text-based online chat promotes noticing more than face-to-face conversations, especially in terms of learners’ noticing of their own linguistic mistakes. |
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| ISSN: | 1094-3501 |