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The Effects of Peer Interaction, Form-focused Instruction, and Peer Corrective Feedback on the Acquisition of Grammar and Vocabulary in L2 German

The grammar and the lexicon are fundamental elements of any language. In the context of a second language (L2), mastery of grammar and lexicon are critical for the purpose of comprehensibility (e.g., Saito, Trofimovich, & Isaacs, 2015), yet they are highly complex systems and therefore typically present difficulty to L2 learners at all stages of proficiency. In communicative and content-based L2 classrooms, teachers can address this issue by providing learners with form-focused instruction and corrective feedback on grammatical structures and vocabulary during interactions that are otherwise primarily focused on meaning. In the context of peer interaction within communicative and content-based classrooms, however, learners typically focus almost exclusively on meaning and rarely shift their attention to linguistic forms (e.g., Adams, Nuevo, & Egi, 2011). Consequently, peer interaction is a useful pedagogical intervention for the purpose of fluency development, but not necessarily for the purpose of linguistic accuracy (Sato and Lyster, 2012).The goal of this dissertation is to explore the effectiveness of form-focused instruction and peer corrective feedback to improve linguistic accuracy and thereby maximize learning opportunities during peer interactions that focus primarily on meaning. The study used a mixed-methods design to collect both quantitative data that provided information on the effectiveness of the intervention and qualitative data to gain insights into learners beliefs about the intervention. Two experiments were conducted: The first one was designed to promote the acquisition of grammatical structures and the second to promote the acquisition of vocabulary.In experiment 1, 87 third-semester learners of German were assigned to a PI group (peer interaction only), PI FFI group (peer interaction and form-focused instruction), or PI FFI CF group (peer interaction, form-focused instruction, and peer corrective feedback). During an instructional treatment over three consecutive class periods, participants in all three groups engaged in the same peer interaction activities that revolved around the city of Munich. However, only the PI FFI group and the PI FFI CF group received form-focused instruction on the grammatical target structure, the German present perfect tense, which includes auxiliary verb selection and past participle formation. Critically, only the PI FFI CF group was trained to provide corrective feedback to peers. A pretest and two posttests measured the effectiveness of the intervention, all of which included an oral production task and an error correction task. Results showed that the PI FFI group outperformed the PI group on all of the four auxiliary measures, but on none of the four past participle measures, whereas the PI FFI CF group outperformed the PI group on all auxiliary measures and two past participle measures. The PI FFI CF group outperformed the PI FFI group on one past participle measure, but on none of the auxiliary measures.In experiment 2, 77 third-semester learners of German were assigned to one of the same three groups as in experiment 1 and engaged in peer interaction activities that revolved around the discussion of the movie Almanya Welcome to Germany during an instructional treatment over four consecutive class periods. Only the PI FFI group and the PI FFI CF group received form-focused instruction on vocabulary relevant to the movie, which were 25 German nouns along with their gender and plural forms, and only the PI FFI CF group received training on how to correct peers vocabulary mistakes. Results from a pretest and two posttests showed that both the PI FFI and the PI FFI CF group outperformed the PI group on seven of eight measures assessing productive and receptive vocabulary knowledge, as well as knowledge of grammatical gender and plural forms. The PI FFI CF group outperformed the PI FFI group on three of four measures of productive and receptive vocabulary, but on none of the four measures of grammatical gender and plural forms.Overall, the findings of the two experiments suggest that peer interaction was most effective when combined with form-focused instruction, and even more effective when peer feedback training was also provided to learners, suggesting that peer corrective feedback is a useful pedagogical intervention in foreign language classrooms. These findings are complemented by qualitative data from semi-structured interviews, that showed learners held positive beliefs about peer interaction and peer corrective feedback, regardless of the treatment group they had been assigned to, although learners from the PI and the PI FFI group were more likely to withhold peer corrections due to social considerations. Qualitative data further showed that the noticing of mistakes, as well as peer corrective feedback, was most likely to occur in the PI FFI CF group. These findings are discussed within the context of the interaction approach (Long, 1983a, 1996; Gass & Mackey, 2015) and the noticing hypothesis (Schmidt, 1990, 2001). Pedagogical implications for foreign language learning in classroom environments are also discussed.

The grammar and the lexicon are fundamental elements of any language.

Input and Interaction in Language Acquisition

A collection on the nature and effects of language addressed to language learners ('Baby Talk').

A collection on the nature and effects of language addressed to language learners ('Baby Talk').

Interaction and Grammar

This volume explores a rich variety of linkages between grammar and social interaction.

... 271n . , 273n . , culture 2 , 14-15 , 382 ; see also 277–87 , 290 , 292-3 , 297 , 302 , language and culture 305 ... grammar 372 106 , 139 , 152 , 162 , 241 , 365n . and social action / interaction 2–3 , communicative competence 3 ...

Communication and Interaction in the Early Years

"This important book is a thorough account of early communication covering bilingualism and specific areas of learning of reading and writing in early years. It is well laid out, informative and supportive with excellent case studies. " - Eva Mikuska, Senior Lecturer at University of Chichester The role of the adult in the development of young children’s communications skills through interaction is vital and this book will help you understand this and improve your practice. Taking a chronological approach there is also a particular interest in the needs of two year olds, including the Progress Check at Age Two and the revised requirements of the early years foundation stage. The book features: · Case studies, points for practice and links to video examples · Coverage of bi or multilingual children · Examples of enabling environments for communication and interaction · Ideas of how to work best with parents. Suitable for all those studying or practising in Early Childhood it will develop the way you think about communication and interaction.

What they haven't learnt yet is that in English there are exceptions to every rule! So how much harder is this for the children who are not only acquiring the words to talk but also the grammatical structure of two languages (Fennell et ...

Teaching through Peer Interaction

Teaching through Peer Interaction prepares teachers to use peer communication in the classroom. It presents current research of peer interaction and language learning for teachers, including background on the role of peer interaction in classroom language learning, guidelines for adopting and adapting peer interaction opportunities in real classrooms, and perspectives on teachers’ frequently expressed concerns and questions about peer interaction. Practical and comprehensive, this text brings together information on peer communication across the different skill areas, for different learners, in different contexts, and includes discussion on assessment. The text is replete with sample activities, tasks, and instructional sequences to aid teachers' understanding of how to use peer interaction effectively in a range of classroom settings, making it the ideal textbook for upper-level undergraduate and graduate students in language education programs, as well as in-service teachers.

Practical and comprehensive, this text brings together information on peer communication across the different skill areas, for different learners, in different contexts, and includes discussion on assessment.

Intercultural Communicative Interaction

Translation Concepts

THIS BOOK INTRODUCES THE READER to a new vision of translation as an integral part of intercultural communication, presenting traditional translation problems as an array of strategic choices that determine the success of cross-cultural interaction. The book comprises a comprehensive and diligent analysis of a wide range of theoretical and practical aspects of translation, from regulating legislation to specific lexical, grammar and stylistic problems, developing the theoretical foundations for Innovative technologies in artificial intelligence, machine translation and human-computer interaction.

THIS BOOK INTRODUCES THE READER to a new vision of translation as an integral part of intercultural communication, presenting traditional translation problems as an array of strategic choices that determine the success of cross-cultural ...

Requesting Responsibility

The Morality of Grammar in Polish and English Family Interaction

This book analyses requests for action on the basis of natural video-recorded data of everyday interaction in British English and Polish families. J?rg Zinken describes in his analyses the features of interactional context that people across cultures might be sensitive to in designing a request, as well as aspects of cultural diversity.

This book analyses requests for action on the basis of natural video-recorded data of everyday interaction in British English and Polish families.

Gesture-Based Communication in Human-Computer Interaction

5th International Gesture Workshop, GW 2003, Genova, Italy, April 15-17, 2003, Selected Revised Papers

Research on the multifaceted aspects of modeling, analysis, and synthesis of - man gesture is receiving growing interest from both the academic and industrial communities. On one hand, recent scienti?c developments on cognition, on - fect/emotion, on multimodal interfaces, and on multimedia have opened new perspectives on the integration of more sophisticated models of gesture in c- putersystems.Ontheotherhand,theconsolidationofnewtechnologiesenabling “disappearing” computers and (multimodal) interfaces to be integrated into the natural environments of users are making it realistic to consider tackling the complex meaning and subtleties of human gesture in multimedia systems, - abling a deeper, user-centered, enhanced physical participation and experience in the human-machine interaction process. The research programs supported by the European Commission and s- eral national institutions and governments individuated in recent years strategic ?elds strictly concerned with gesture research. For example, the DG Infor- tion Society of the European Commission (www.cordis.lu/ist) supports several initiatives, such as the “Disappearing Computer” and “Presence” EU-IST FET (Future and Emerging Technologies), the IST program “Interfaces & Enhanced Audio-Visual Services” (see for example the project MEGA, Multisensory - pressive Gesture Applications, www.megaproject.org), and the IST strategic - jective “Multimodal Interfaces.” Several EC projects and other funded research are represented in the chapters of this book. Awiderangeofapplicationscanbene?tfromadvancesinresearchongesture, from consolidated areas such as surveillance to new or emerging ?elds such as therapy and rehabilitation, home consumer goods, entertainment, and aud- visual, cultural and artistic applications, just to mention only a few of them.

... an integral aspect of sign language communication - grammatical inflections which are conveyed through systematic ... ASL (American Sign Language) have parallel channels so that two or more concepts can be expressed simultaneously.

Learning a Second Language Through Interaction

This text examines different perspectives on the role that interaction plays in second language acquisition. In addition the effects of language aptitude on input processing are considered, and the contribution that interaction makes to the acquisition of grammatical knowledge is discussed.

This text examines different perspectives on the role that interaction plays in second language acquisition.