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Output, Task Modality, and Target form Salience in Learner Noticing of Form and L2 Development
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| 자료유형 | 학위논문 |
|---|---|
| 서명/저자사항 | Output, Task Modality, and Target form Salience in Learner Noticing of Form and L2 Development. |
| 개인저자 | Zalbidea, Janire. |
| 단체저자명 | Georgetown University. Spanish & Portuguese. |
| 발행사항 | [S.l.]: Georgetown University., 2018. |
| 발행사항 | Ann Arbor: ProQuest Dissertations & Theses, 2018. |
| 형태사항 | 269 p. |
| 기본자료 저록 | Dissertation Abstracts International 79-12A(E). Dissertation Abstract International |
| ISBN | 9780438262676 |
| 학위논문주기 | Thesis (Ph.D.)--Georgetown University, 2018. |
| 일반주기 |
Source: Dissertation Abstracts International, Volume: 79-12(E), Section: A.
Adviser: Cristina Sanz. |
| 요약 | The present two-experiment study investigated how learner-generated focus on form and subsequent L2 development is maximized or hindered by relevant factors related to the task (output requirements, modality conditions), the target form (salienc |
| 요약 | A total of 78 beginning learners of Spanish were assigned to one of two computerized task conditions which differed in the production of oral output (Experiment 1) or in the modality in which output was produced (Experiment 2). To match input ac |
| 요약 | Findings revealed that oral output promoted deeper analysis of input and more robust L2 development of both more and less salient forms than no output. Furthermore, whereas both oral and written output resulted in comparable degrees of L2 notici |
| 일반주제명 | Linguistics. |
| 언어 | 영어 |
| 바로가기 | 
: 이 자료의 원문은 한국교육학술정보원에서 제공합니다. |
