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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| Format: | Thesis |
| Language: | English |
| Published: |
2016
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| Subjects: | |
| Online Access: | http://eprints.usm.my/32259/ http://eprints.usm.my/32259/1/SEYED_SABER_ALAVI_24%28NN%29.pdf |
| _version_ | 1848876771482533888 |
|---|---|
| author | Alavi, Seyed Saber |
| author_facet | Alavi, Seyed Saber |
| author_sort | Alavi, Seyed Saber |
| building | USM Institutional Repository |
| collection | Online Access |
| 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).
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| first_indexed | 2025-11-15T17:04:51Z |
| format | Thesis |
| id | usm-32259 |
| institution | Universiti Sains Malaysia |
| institution_category | Local University |
| language | English |
| last_indexed | 2025-11-15T17:04:51Z |
| publishDate | 2016 |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | usm-322592019-04-12T05:25:17Z http://eprints.usm.my/32259/ The Effect Of Recast And Elicitation In Focus On Form Pedagogic Task On L2 Learners’ Oral Fluency, Accuracy, And Uptake 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 NonPeerReviewed application/pdf en http://eprints.usm.my/32259/1/SEYED_SABER_ALAVI_24%28NN%29.pdf Alavi, Seyed Saber (2016) The Effect Of Recast And Elicitation In Focus On Form Pedagogic Task On L2 Learners’ Oral Fluency, Accuracy, And Uptake. PhD thesis, Universiti Sains Malaysia. |
| 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 |
| title | 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_short | 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 |
| topic | P1-1091 Philology. Linguistics(General) |
| url | http://eprints.usm.my/32259/ http://eprints.usm.my/32259/1/SEYED_SABER_ALAVI_24%28NN%29.pdf |