Tuning in on the Task: Channel Effects and Priming in L2 Grammaticality Judgments  

Oleh:

Lefkowitz, Natalie ; Hedgcock, John

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Foreign Language Annals (Full Text; di PROQUEST 2004 - terbaru) vol. 26 no. 3 (1993), page 297-307.
Fulltext: 26_03_Hedgcock_Lefkowitz.pdf (831.68KB)

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Perpustakaan PKBB Nomor Panggil: 405/FLA/26 Non-tandon: tidak ada Tandon: 1

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ormerly held distinctions which opposed ‘konscious ” to “unconscious” learning, ‘ton- trol1ed”to ‘hutomatic”processing, and “learning ”to ‘bcquisition”have eroded as tenable models of L2 learning processes. Recent formulations ofL2 development instead favor an approach which integrates linguistic theory with the in formation-processing models advanced in cognitive psychology Rather than relying on binary distinctions, processing-oriented, taskcentered research features continua which ac- commodate the overlapping, interdependent dimensions of explicit and implicit knowledge, as well as learning with and without awareness. In this study, learners penbrmed metalingual and preference tasks requiring them to utilize L.2 knowledge brought to mind under one of two conditions: I) by an aural ‘briming”activity (a listening exercise) design- ed to tap into memory without recourse to explicit rules, or2) by a written task (a multiple-choice gram- mar exercise) aimed specifically at invoking explicit L2 rules. Francophone secondary students of English as a foreign language (N=169) took a SQitem aural test involving judgments of well-formed and ill-brmed English syntactic structures, and a parallel written multiple choice test containing corresponding strings. The ‘brimed”group, which took the written test bebre the aural test, significantly outperformed the “un- primed” group (p 5. Ol), which took the aural test first; performance levels on the written tests were statistically comparable. Two-way ANOVA results indicate important differences between recall with awareness and recall without awareness, strongly suggesting a positive role for “priming” via the writ- ten channel in foreign language learning. That is, completion ofthe written task prior to the listening task appeared to enhance learners’ performance significantly on the lattet; possibly because ofthe explicit character ofthe former

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