ERIC Number: EJ994958
Record Type: Journal
Publication Date: 2013-Feb
Pages: 25
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0142-6001
EISSN: N/A
Learner-Generated Noticing Behavior by Novice Learners: Tracing the Effects of Learners' L1 on Their Emerging L2
Park, Eun Sung
Applied Linguistics, v34 n1 p74-98 Feb 2013
This study examines novice learners' self-generated input noticing approaches and strategies. It is motivated by previous research on input enhancement which yielded insights that learners are naturally prone to notice certain aspects of L2 input on their own without any external means to channel their attention. Two L1 groups (Japanese and English) with no prior experience with the L2 (Korean) were exposed to written L2 input and probed for their noticing behavior under the "zero-knowledge", and "some-knowledge" conditions. The results indicate that under the zero-knowledge condition, both groups exhibited a form-oriented noticing behavior, prompted largely by perceptual properties of L2 input. Under the some-knowledge condition, however, the two groups exhibited divergent noticing patterns: the Japanese group adopted a more meaning-oriented approach, employing comprehension-based strategies, whereas the English group maintained their form-oriented approach to input processing, focusing on the formal properties of the L2. The two groups' input noticing patterns are discussed in light of their L1 knowledge and its interaction with their emerging knowledge of the L2.
Descriptors: Novices, Linguistic Input, Native Language, Second Language Learning, Japanese, English, Korean, Written Language, Cues, Prior Learning, Behavior Patterns, Language Processing, Transfer of Training
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A