ERIC Number: ED396532
Record Type: RIE
Publication Date: 1996-Mar
How Comprehensible Is Input When Attention Is Focused on Form?
Baccouche, Ella; And Others
A study investigaged: (1) whether learners of English as a Second Language can attend to meaning and form simultaneously; (2) how the nature of the linguistic form might affect processing for meaning; and (3) whether the learner's ability to focus on particular linguistic features is affected by whether or not those features have been acquired. This study focused on learning of the morphemes "-ing and -s," acquired at different stages in language development. Subjects were 29 adult students of varied linguistic and educational backgrounds, all enrolled in intensive English courses. They were randomly assigned to one control and two experimental groups. All subjects listened to 3 tape-recorded short stories as prompts for written recall exercises, and completed 2 picture description tests, to determine presence or absence of the target morphemes in their grammars, and an 80-item vocabulary recognition test. After training sessions with the first two tapes, subjects listened to the third tape; the control group simply listened for idea units, while experimental groups listened for occurrences of "-ing and -s," respectively. Results showed no statistically significant differences based on listening condition, suggesting that learners at different proficiency levels can attend to form and meaning simultaneously. Contains 31 references. (MSE)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Annual Meeting of the American Association for Applied Linguistics (18th, Chicago, IL, March 23-26, 1996).