The Effect Of Recast And Elicitation In Focus On Form Pedagogic Task On L2 Learners’ Oral Fluency, Accuracy, And Uptake

Di dalam kelas bahasa, antara kesilapan yang dilakukan mungkin dalam penulisan, pertuturan, dan juga pemikiran. Bagaimana, jika, bila, apa keadaanya dan setakat mana kesilapan ini ditangani adalah keprihatinan semasa dalam penyelidikan berdasarkan perolehan bahasa. Dalam meta-analisisnya tentang...

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Main Author:	Alavi, Seyed Saber
Format:	Thesis
Language:	English
Published:	2016
Subjects:	P1-1091 Philology Linguistics(General)
Online Access:	http://eprints.usm.my/32259/1/SEYED_SABER_ALAVI_24%28NN%29.pdf
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id	my-usm-ep.32259
record_format	uketd_dc
spelling	my-usm-ep.322592019-04-12T05:25:17Z The Effect Of Recast And Elicitation In Focus On Form Pedagogic Task On L2 Learners’ Oral Fluency, Accuracy, And Uptake 2016-07 Alavi, Seyed Saber P1-1091 Philology. Linguistics(General) Di dalam kelas bahasa, antara kesilapan yang dilakukan mungkin dalam penulisan, pertuturan, dan juga pemikiran. Bagaimana, jika, bila, apa keadaanya dan setakat mana kesilapan ini ditangani adalah keprihatinan semasa dalam penyelidikan berdasarkan perolehan bahasa. Dalam meta-analisisnya tentang maklum balas antarabangsa, Mackey dan Goo (2007) melaporkan bahawa penggunaan maklum balas adalah bermanfaat, dan mencari bukti bahawa maklum balas dalam konteks fokus terhadap persekitaran bentuk adalah juga memudahkan perolehan. Laporan ini mengulangi atau menyamai dapatan positif Norris dan Ortega (2000) tentang tumpuan terhadap penyelidikan bentuk. Justeru, peranan maklum balas didapati terbatas, sangat informatif, dan niche yang menyakinkan dalam penyelidikan dan pembinaan teori semasa. Terdapat kekurangan penyelidikan terutamanya tentang peranan dan kesan daripada bentuk maklum balas. Selain menyusun-semula (recast) gesaan (prompt) dalam bilik darjah bahasa kedua, yang memberi fokus dalam penggunaan bahasa sebagai satu cara untuk berkomunikasi, dan tidak terhadap pengobjektifan. Konteks ini mefokuskan pada bentuk, iaitu suatu intervensi pedagogi ringkas yang menganjak buat seketika fokus kelas daripada makna kepada bentuk linguistik (Long, 1991). In the language classroom, students’ errors may be written, spoken, and even thought. How, under what conditions and to what degree these errors are treated is of current concern in research regarding language acquisition. In their meta-analysis of interactional feedback, Mackey and Goo (2007) report that the utilization of feedback is beneficial and they also find evidence that feedback within the context of a focus on form environment is also facilitative of acquisition, echoing Norris and Ortega’s (2000) positive findings regarding focus on form research. Thus, the role of feedback has found a somewhat limited, very informative and equally persuasive niche in current theory building and research. There is a lack of research specifically addressing the role and effects of forms of feedback, other than recasts, namely prompts, in the second language classroom where the focus in on language use as a means of communication rather than the objectification of it. This context employs focus on form, a brief pedagogical intervention that momentarily shifts the focus of the class from meaning to linguistic form (Long, 1991). 2016-07 Thesis http://eprints.usm.my/32259/ http://eprints.usm.my/32259/1/SEYED_SABER_ALAVI_24%28NN%29.pdf application/pdf en public phd doctoral Universiti Sains Malaysia Pusat Pengajian Bahasa Literasi & Terjemahan (School of Languages, Literacies and Translation)
institution	Universiti Sains Malaysia
collection	USM Institutional Repository
language	English
topic	P1-1091 Philology Linguistics(General)
spellingShingle	P1-1091 Philology Linguistics(General) Alavi, Seyed Saber The Effect Of Recast And Elicitation In Focus On Form Pedagogic Task On L2 Learners’ Oral Fluency, Accuracy, And Uptake
description	Di dalam kelas bahasa, antara kesilapan yang dilakukan mungkin dalam penulisan, pertuturan, dan juga pemikiran. Bagaimana, jika, bila, apa keadaanya dan setakat mana kesilapan ini ditangani adalah keprihatinan semasa dalam penyelidikan berdasarkan perolehan bahasa. Dalam meta-analisisnya tentang maklum balas antarabangsa, Mackey dan Goo (2007) melaporkan bahawa penggunaan maklum balas adalah bermanfaat, dan mencari bukti bahawa maklum balas dalam konteks fokus terhadap persekitaran bentuk adalah juga memudahkan perolehan. Laporan ini mengulangi atau menyamai dapatan positif Norris dan Ortega (2000) tentang tumpuan terhadap penyelidikan bentuk. Justeru, peranan maklum balas didapati terbatas, sangat informatif, dan niche yang menyakinkan dalam penyelidikan dan pembinaan teori semasa. Terdapat kekurangan penyelidikan terutamanya tentang peranan dan kesan daripada bentuk maklum balas. Selain menyusun-semula (recast) gesaan (prompt) dalam bilik darjah bahasa kedua, yang memberi fokus dalam penggunaan bahasa sebagai satu cara untuk berkomunikasi, dan tidak terhadap pengobjektifan. Konteks ini mefokuskan pada bentuk, iaitu suatu intervensi pedagogi ringkas yang menganjak buat seketika fokus kelas daripada makna kepada bentuk linguistik (Long, 1991). In the language classroom, students’ errors may be written, spoken, and even thought. How, under what conditions and to what degree these errors are treated is of current concern in research regarding language acquisition. In their meta-analysis of interactional feedback, Mackey and Goo (2007) report that the utilization of feedback is beneficial and they also find evidence that feedback within the context of a focus on form environment is also facilitative of acquisition, echoing Norris and Ortega’s (2000) positive findings regarding focus on form research. Thus, the role of feedback has found a somewhat limited, very informative and equally persuasive niche in current theory building and research. There is a lack of research specifically addressing the role and effects of forms of feedback, other than recasts, namely prompts, in the second language classroom where the focus in on language use as a means of communication rather than the objectification of it. This context employs focus on form, a brief pedagogical intervention that momentarily shifts the focus of the class from meaning to linguistic form (Long, 1991).
format	Thesis
qualification_name	Doctor of Philosophy (PhD.)
qualification_level	Doctorate
author	Alavi, Seyed Saber
author_facet	Alavi, Seyed Saber
author_sort	Alavi, Seyed Saber
title	The Effect Of Recast And Elicitation In Focus On Form Pedagogic Task On L2 Learners’ Oral Fluency, Accuracy, And Uptake
title_short	The Effect Of Recast And Elicitation In Focus On Form Pedagogic Task On L2 Learners’ Oral Fluency, Accuracy, And Uptake
title_full	The Effect Of Recast And Elicitation In Focus On Form Pedagogic Task On L2 Learners’ Oral Fluency, Accuracy, And Uptake
title_fullStr	The Effect Of Recast And Elicitation In Focus On Form Pedagogic Task On L2 Learners’ Oral Fluency, Accuracy, And Uptake
title_full_unstemmed	The Effect Of Recast And Elicitation In Focus On Form Pedagogic Task On L2 Learners’ Oral Fluency, Accuracy, And Uptake
title_sort	effect of recast and elicitation in focus on form pedagogic task on l2 learners’ oral fluency, accuracy, and uptake
granting_institution	Universiti Sains Malaysia
granting_department	Pusat Pengajian Bahasa Literasi & Terjemahan (School of Languages, Literacies and Translation)
publishDate	2016
url	http://eprints.usm.my/32259/1/SEYED_SABER_ALAVI_24%28NN%29.pdf
_version_	1747820554478419968

The Effect Of Recast And Elicitation In Focus On Form Pedagogic Task On L2 Learners’ Oral Fluency, Accuracy, And Uptake

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