Eun Sung Park

Constraints of Implicit Focus on Form: Insights from a Study of Input Enhancement

Previous research on implicit focus on form (FonF) has shown that target forms are not always noticed by learners, suggesting that externally-created salience (by the teacher) does not necessarily guarantee learners’ internally-generated salience (Sharwood Smith, 1991, 1993). In an attempt to explore ways of promoting both types of salience, an input enhancement study was conducted in order to examine if, and how, externally-created salience may ideally converge with learners’ internally-generated salience. The results revealed that increasing the perceptual salience of target form(s) does not automatically lead to learners’ noticing of the form(s). In addition, the findings suggest that noticing is largely dependent on internal, cognitive factors such as learner readiness (vis-a-vis the target form), knowledge of the first language, and L2 language-learning experience. Based on the results and insights gathered from online protocol data, a number of constraining factors that need to be considered a priori in achieving a successful focus on form are identified and discussed. In particular, the current study underscores the importance of respecting learner-internal factors, such as their developmental readiness and their internal agenda for learning.

Textual enhancement of two L2 Arabic forms: a classroom-based study

Research on textual enhancement (TE) has given rise to several factors that may play a role in generating learners’ noticing of target forms, one of which pertains to the nature of the target form(s). In particular, results have suggested that learners are more likely to notice more meaning-bearing forms than less meaning-bearing forms. Motivated by such insight, the present study investigated the effects of TE on two Arabic structures: the comparative form (which carries substantive semantic weight), and the dual pronoun (which is mostly grammatical in its function). The results indicated that TE did not play a facilitative role in promoting learners’ noticing of the target forms, and that it actually interfered with learners’ comprehension of the text when targeted at the less meaningful form. Results are discussed with suggestions for future TE research targeting Arabic as a second language.

To what extent do learners benefit from indirect written corrective feedback? A study targeting learners of different proficiency and heritage language status:

Should teachers spend hours correcting students’ errors, or should they simply underline the errors, leaving it up to the students to self-correct them? The current study examines the utility of indirect feedback on learners’ written output. Journal entries from students enrolled in intact second language (L2) Korean classes (n = 40) were collected and returned to the students with all of their errors underlined (indirect feedback). The students were then given class time to either identify the target of their errors, or to self-correct them. The results were compared across two proficiency levels (beginning vs. intermediate) and across learners’ prior language exposure/learning experiences (heritage language vs. non-heritage language learners). The results showed that the learners in general were able to self-correct more than a third of their errors, and that the non-heritage language learners were significantly better at perceiving their errors on orthography and particles. It was also found that the higher proficiency and non-heritage language learners were better able to self-correct their errors on particles. The current findings suggest that simply underlining the errors and asking students to self-correct them can be helpful, especially for certain ‘treatable’ errors, including those involving orthography and particles. The findings also highlight the importance of considering individual learner factors, such as the nature and length of their prior L2-learning experience, when providing indirect written feedback.