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ERIC Number: EJ1195947
Record Type: Journal
Publication Date: 2018-Nov
Pages: 25
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1072-4303
Self-Correction Profiles of L2 English Learners: A Longitudinal Multiple-Case Study
Vercellotti, Mary Lou; McCormick, Dawn E.
TESL-EJ, v22 n3 Nov 2018
Noticing is the necessary attention that learners give to language in order to learn (Schmidt, 2001). Self-correction is evidence of noticing and a tool for language learning. Previous research has suggested that speakers focus on meaning during speech production, and language learners likely need an opportunity post-production to correct form-focused corrections. Some research has found that self-initiated self-correction improves future language performance and that practice improves learners' ability to self-correct. Yet, little is known about how learners use this tool across tasks and over time. This multiple case study describes the self-correction profiles of four adult Arabic L1 learners in an intensive English program. The pedagogical task included a two-minute monologic speech and subsequent correction activity, repeated seven times over three academic semesters, to examine how selfcorrection might differ during-production from post-production and change with increasing proficiency. We examined three types of self-correction: during-production corrections, abandoned utterances, and post-performance correction notes, analyzing correction focus and outcome. This triangulation revealed different noticing profiles, challenging existing assumptions about language performance. We suggest a multidimensional framework of self correction: attempt frequency, timing, correction focus, outcome, and change to study language learner self-correction.
TESL-EJ. e-mail: editor@tesl-ej.org; Web site: http://tesl-ej.org
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: SBE0836012