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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Article
Taking Advantage of Non-Target-Like Production in the L2
Author(s)
Arnaldo Robles-Reyes
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DOI:10.17265/2161-623X/2017.10.001
Affiliation(s)
Shenandoah University, Virginia, USA
ABSTRACT
Recent, second language acquisition (SLA) research has
suggested language learners’ errors can be the opportunities for teachers to facilitate learners’ second language (L2) development and performance through the use of elicitation
strategies. They are known as an explicit manner of motivating learners to
correct their original erroneous utterance without the expert providing the
learner with the correct form or any explanations of errors. Furthermore, when
prompts (e.g., repetition of
learners’ error) are added to
the elicitations, the combination is prone to encourage learners to produce
their own target-like output by serving to assist learners in the transition of
declarative knowledge to procedural knowledge. Unfortunately, despite the
existing structures of research available, there is still a great area of
concern inside and outside the classroom with professionals unbearably
providing ill-advised protocols that include, most often than not, giving away
the correct answer before the learner has been given an opportunity to
reformulate their utterance. Likewise, this current empirical study made up of
34 intermediate level Spanish students in a middle size university, elicitations with prompts were suggested
to be more effective in
promoting the production of modified output
(MO) when compared to no feedback and elicitations alone
(without prompts). The full and partial repairs formed by the learners were
indicative of a more target-like production in regards to the higher rate of
reformulations, regardless of the tense and aspect in the target structures.
KEYWORDS
corrective feedback (CF), elicitations, interaction, modified output (MO)
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