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Mobile assisted language learning, attention, and listening tasks: an empirical study |
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Abstract:
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The study investigates the effects of learners’ control of audio/video L2 input -via mobile assisted language learning technology (MALL)- on learners’ comprehension and retention of vocabulary, and overall comprehension of audio/video texts, when exposed to different types of tasks. The findings are interpreted within the attentional Second Language Acquisition framework |
Most Common Document Word Stems:
l (50), task (17), input (14), awar (12), masc (9), 1 (9), que (9), form (9), qu (8), h (8), learner (8), comprehens (7), una (7), group (7), exampl (6), listen (6), control (6), sla (6), attent (6), condit (6), technolog (6), |
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Association:
Name: ACTFL Annual Convention and World Languages Expo
URL: http://www.actfl.org
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Citation:
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MLA Citation:
| De La Fuente, Maria. "Mobile assisted language learning, attention, and listening tasks: an empirical study" Paper presented at the annual meeting of the ACTFL Annual Convention and World Languages Expo, Disney Swan and Dolphin Hotels, Orlando, Florida, Nov 21, 2008 <Not Available>. 2011-06-07 <http://www.allacademic.com/meta/p237542_index.html> |
APA Citation:
| De La Fuente, M. J. , 2008-11-21 "Mobile assisted language learning, attention, and listening tasks: an empirical study" Paper presented at the annual meeting of the ACTFL Annual Convention and World Languages Expo, Disney Swan and Dolphin Hotels, Orlando, Florida Online <PDF>. 2011-06-07 from http://www.allacademic.com/meta/p237542_index.html |
Publication Type: Conference Paper/Unpublished Manuscript
Abstract: The study investigates the effects of learners’ control of audio/video L2 input -via mobile assisted language learning technology (MALL)- on learners’ comprehension and retention of vocabulary, and overall comprehension of audio/video texts, when exposed to different types of tasks. The findings are interpreted within the attentional Second Language Acquisition framework |
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| Word count: |
886 |
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| Mobile-assisted language learning attention and listening tasks: an empirical study MarĂa JosĂ© de la Fuente George Washington University Theoretical framework l Cognitive approach to SLA: information-processing l The essential role of input in SLA l Input-based activities need to be designed so they direct learners’ attentional resources to specific L2 forms in the input AND raise awareness of such forms (= form-focusing) l The role of attention and awareness l Schmidt’s model (1993 2001) l Attention is a necessary |
| l Students listen twice l Students answer questions l Post-test MALL condition l Time: 15 minutes l Procedure: l Students listen and answer questions l Post-test Data analyses l Group comparisons l Comprehension l Awareness l Overall comprehension l Discourse analyses of think-aloud protocols Group comparison (H. #1) Bottom-up comprehension Group comparison (H. #2) Top-down comprehension Group comparison (H. #3) Awareness of target forms CALL group: examples of think-alouds James l Awareness of target form l Bottom-up processing Justine |
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