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ERIC Number: EJ912914
Record Type: Journal
Publication Date: 2010
Pages: 21
Abstractor: As Provided
Reference Count: 30
ISBN: N/A
ISSN: ISSN-1578-7044
Effects of Explicit Instruction on Incidental Noticing of Metaphorical Word Sequences during a Subsequent Reading Task
Mueller, Charles Mark
International Journal of English Studies, v10 n1 p81-101 2010
Two experiments were conducted to determine whether explicit instruction focusing on metaphorical collocations would promote the incidental noticing of similar phrases by English learners during a subsequent reading task. Noticing was operationalized using the remember-know protocol and learning was measured on a fill-in-the-blanks test. In Experiment 1 (N = 36), within-subjects comparisons showed that explicit instruction led to more incidents of noticing (p less than 0.001). Experiment 2 (N = 24) sought to extend the findings by examining whether self-referential questions during instruction would lead to greater noticing compared to depersonalized questions. Experiment 2 confirmed the first experiment's finding of effects of explicit instruction on noticing, but failed to show significant effects for self-referential prompts on subsequent noticing, although such prompts did lead learners to produce higher word counts during the writing task. The two experiments suggest that explicit instruction promotes incidental noticing of important semantic contrasts in subsequent input. (Contains 5 tables and 2 figures.)
University of Murcia. Department of English Philology Merced Campus, Calle Santo Cristo 1, Murcia 30071 Spain. Tel: +34-868-88-3406; Fax: +34-868-88-3409; e-mail: publicaciones@um.es; Web site: http://www.um.es/ijes
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Hungary