Interactional Feedback and the Impact of Attitude and Motivation on Noticing L2 Form
By Mohammad Amin Bassiri. 2011
10 citations recorded by the source corpus.
A number of second language (L2) studies have recently discovered the positive impacts of interactional feedback (IF) in L2 development by connecting the underlying processes such as noticing. The current study followed a two-fold purpose: first to examine the impact of IF on noticing question forms in Iranian L2 classroom context and secondly to investigate the possible effects of motivation and attitude on noting IF. IF was provided to experimental group learners in response to their production problems with question forms. Learners’ noticing was assessed through on-line learning journals, introspective comments while checking with audiotapes, and questionnaire responses. Learners’ motivation was also assessed using Gardner’s (1996) attitude/motivation test. The results point to a positive relationship between IF in the classroom and the learners’ reports about question forms of English. The results also confirmed the existence of a positive correlation between motivation and noticing.
Subfields: Language and Linguistics, Literature and Literary Theory, Linguistics
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Language and Linguistics
In Literature and Literary Theory
In Linguistics
Citations in the corpus
- Learning from Dialogue after Deployment: Feed Yourself, Chatbot! (2019, background): “sations, but instead actively adjusting and correcting our speech based on feedback woven throughout our own conversations (Bassiri, 2011; Werts et al., 1995).”
- Dialog-based Language Learning (2016, background): “Support for the usefulness of feedback is found however in second language learning [1] and learning by students [6, 11, 27].”
- Under Review as a Conference Paper at Iclr 2017 Learning through Dialogue Interactions (2016, background): “In a broader context, the usefulness of feedback and interactions has been validated in the setting of multiple language learning, such as second language learning (Bassiri, 2011) and learning by students (Higgins et al., 2002; Latham, 1997; Werts et al., 1995).”