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Allocation of Attention to Second Language Form and Meaning

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journal contribution
posted on 15.04.2014 by Kara Morgan-Short, Jeanne Heil, Andrea Botero-Moriarty, Shane Ebert
The aims of the present study were twofold. The study addressed the issues of simultaneous attention to form and meaning in second language (L2) written input and reactivity of think-alouds. Specifically, the study examined the comprehension of L2 learners of Spanish who either attended to lexical or grammatical forms while reading for meaning or read for meaning alone. Learners completed these tasks while either thinking aloud or not. Results indicated only a minimal effect for thinking aloud that did not appear to compromise the internal validity of the study. Additionally, results showed that attending to grammatical or lexical form while reading for meaning did not affect comprehension. Indeed, learners who processed these forms more deeply evidenced greater comprehension.

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Publisher Statement

This is a copy of an article published in the Studies in Second Language Acquisition © 2012 Cambridge University Press. The final publication is available at http://journals.cambridge.org/abstract_S027226311200037X

Citation

Morgan-Short K, Heil J, Botero-Moriarty A, Ebert S. Allocation Of Attention To Second Language Form And Meaning. Studies in Second Language Acquisition. Dec 2012;34(4):659-685. DOI: 10.1017/S027226311200037X

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Cambridge University Press

Language

en_US

issn

0272-2631

Issue date

01/12/2012

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