EXPLORING THE ROLE PLAYED BY ERROR CORRECTION AND MODELS ON CHILDREN’S REPORTED NOTICING AND OUTPUT PRODUCTION IN A L2 WRITING TASK 二语写作任务中纠错对儿童报告注意和产出的影响及模型探讨.pdf

Studies in Second Language Acquisition, 2014, 36, 451–485. doi:10.1017/S0272263113000612 EXPLORING THE ROLE PLAYED BY ERROR CORRECTION AND MODELS ON CHILDREN’S REPORTED NOTICING AND OUTPUT PRODUCTION IN A L2 WRITING TASK Yvette Coyle and Julio Roca de Larios Universidad de Murcia This article reports an empirical study in which we explored the role played by two forms of feedback—error correction and model texts— on child English as a foreign language learners’ reported noticing and written output. The study was carried out with 11- and 12-year-old children placed in profi ciency-matched pairs who engaged in a three-stage collaborative writing task involving (a) spontaneous noticing of linguistic problems while composing, (b) comparison of their texts with the feedback provided, and (c) rewriting of their original output. Results indicate that although the children noticed and later incorporated mainly lexical features into their output, gains in the linguistic acceptability and comprehensibility of their revised texts showed an advantage for error correction over models. Learners in the error correction condition reported more noticing of grammar at the comparison stage, which later emerged in their revisions. The potential effects of both feedback strategies on children’s reported noticing and output production are discussed, and conclusions are drawn for the role of feedback in children’s classroom second language acquisition. The research reported in this article was fi nanced by the Spanish Ministerio de Economía y Competitividad (research grant FFI2009-14155) and by Fundación Séneca, the research agency of the Autonomous Government of the region of Murcia, Spain (research grant 11942/PHCS(09)). We are also very grateful to Rosa Manchón