東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

The relative contribution of input m...

Jackson, Daniel O.

Linked to FindBook

Google Book

Amazon

博客來

The relative contribution of input modification, learner awareness, and individual differences to second language construction learning.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The relative contribution of input modification, learner awareness, and individual differences to second language construction learning./
Author:	Jackson, Daniel O.
Description:	346 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-01(E), Section: A.
Contained By:	Dissertation Abstracts International76-01A(E).
Subject:	Foreign language education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3582920
ISBN:	9781321240009

The relative contribution of input modification, learner awareness, and individual differences to second language construction learning.
Jackson, Daniel O.

The relative contribution of input modification, learner awareness, and individual differences to second language construction learning. - 346 p.

Source: Dissertation Abstracts International, Volume: 76-01(E), Section: A.

Thesis (Ph.D.)--University of Hawai'i at Manoa, 2014.

This study adopts a constructionist approach to investigating three recent proposals grounded in cognitive perspectives on second language acquisition, which broaden the research agenda in the areas of input modification, learner awareness, and individual differences. Specifically, it was hypothesized that the following would support learning of artificial morphological constructions: (a) input modification in the form of partially repeated sequences, (b) awareness of precise form-meaning mappings, and (c) cognitive-affective learner differences. During the computerized training phase of the study, 90 English-dominant undergraduate participants were placed into three conditions: two experimental conditions exhibiting partial repetition similar to that found in caregiver discourse and a control condition exhibiting no such repetition. The testing phase utilized a picture-word matching task to assess participants' ability to judge correct versus incorrect constructions based on trained and untrained subtest items. Learner awareness was gauged through source attributions and a retrospective written questionnaire. Measures of learner differences included working memory tasks (reading span and dual 3-back) and personality scales (openness and intellect). A test-retest study with 20 of the participants showed these individual difference measures to be relatively stable. Results indicated that the study's hypotheses were largely supported. Learner awareness levels, reading span scores, and item type significantly predicted outcomes on the trained and untrained subtests of the picture-word matching task, based on a regression model including the random effects of items and participants. Also, a better fit to the data was achieved by using a fine-grained, rather than course-grained, system of coding awareness. However, contrary to hypothesis, participants in the experimental conditions did not significantly outperform those in the control condition on the picture-word matching task. Another finding of this study was that participants reported use of both explicit (rule, memory) and implicit (guess, intuition) knowledge sources on the picture-word matching task. In conclusion, this study offers additional evidence concerning the roles of awareness and individual differences in second language learning, suggests ways to enhance the internal validity of research in this domain, and potentially informs future research on input modification as a pedagogic technique.

ISBN: 9781321240009Subjects--Topical Terms:

3172512
Foreign language education.

The relative contribution of input modification, learner awareness, and individual differences to second language construction learning.
LDR:03436nmm a2200277 4500 001 2065047
005 20151128133626.5
008 170521s2014 ||||||||||||||||| ||eng d
020 $a 9781321240009
035 $a (MiAaPQ)AAI3582920
035 $a AAI3582920
040 $a MiAaPQ $c MiAaPQ
100 1 $a Jackson, Daniel O. $3 3179711
245 1 4 $a The relative contribution of input modification, learner awareness, and individual differences to second language construction learning.
300 $a 346 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-01(E), Section: A.
500 $a Adviser: Richard Schmidt.
502 $a Thesis (Ph.D.)--University of Hawai'i at Manoa, 2014.
520 $a This study adopts a constructionist approach to investigating three recent proposals grounded in cognitive perspectives on second language acquisition, which broaden the research agenda in the areas of input modification, learner awareness, and individual differences. Specifically, it was hypothesized that the following would support learning of artificial morphological constructions: (a) input modification in the form of partially repeated sequences, (b) awareness of precise form-meaning mappings, and (c) cognitive-affective learner differences. During the computerized training phase of the study, 90 English-dominant undergraduate participants were placed into three conditions: two experimental conditions exhibiting partial repetition similar to that found in caregiver discourse and a control condition exhibiting no such repetition. The testing phase utilized a picture-word matching task to assess participants' ability to judge correct versus incorrect constructions based on trained and untrained subtest items. Learner awareness was gauged through source attributions and a retrospective written questionnaire. Measures of learner differences included working memory tasks (reading span and dual 3-back) and personality scales (openness and intellect). A test-retest study with 20 of the participants showed these individual difference measures to be relatively stable. Results indicated that the study's hypotheses were largely supported. Learner awareness levels, reading span scores, and item type significantly predicted outcomes on the trained and untrained subtests of the picture-word matching task, based on a regression model including the random effects of items and participants. Also, a better fit to the data was achieved by using a fine-grained, rather than course-grained, system of coding awareness. However, contrary to hypothesis, participants in the experimental conditions did not significantly outperform those in the control condition on the picture-word matching task. Another finding of this study was that participants reported use of both explicit (rule, memory) and implicit (guess, intuition) knowledge sources on the picture-word matching task. In conclusion, this study offers additional evidence concerning the roles of awareness and individual differences in second language learning, suggests ways to enhance the internal validity of research in this domain, and potentially informs future research on input modification as a pedagogic technique.
590 $a School code: 0085.
650 4 $a Foreign language education. $3 3172512
650 4 $a Linguistics. $3 524476
690 $a 0444
690 $a 0290
710 2 $a University of Hawai'i at Manoa. $b Languages, Linguistics, and Literature. $3 3179712
773 0 $t Dissertation Abstracts International $g 76-01A(E).
790 $a 0085
791 $a Ph.D.
792 $a 2014
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3582920