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Allocation of Attention to Second Language Form and Meaning

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Title: Allocation of Attention to Second Language Form and Meaning
Author(s): Morgan-Short, Kara; Heil, Jeanne; Botero-Moriarty, Andrea; Ebert, Shane
Abstract: The aims of the present study were twofold. The study addressed the issues of simultaneous attention to form and meaning in second language (L2) written input and reactivity of think-alouds. Specifically, the study examined the comprehension of L2 learners of Spanish who either attended to lexical or grammatical forms while reading for meaning or read for meaning alone. Learners completed these tasks while either thinking aloud or not. Results indicated only a minimal effect for thinking aloud that did not appear to compromise the internal validity of the study. Additionally, results showed that attending to grammatical or lexical form while reading for meaning did not affect comprehension. Indeed, learners who processed these forms more deeply evidenced greater comprehension.
Issue Date: 2012-12
Publisher: Cambridge University Press
Citation Info: Morgan-Short K, Heil J, Botero-Moriarty A, Ebert S. Allocation Of Attention To Second Language Form And Meaning. Studies in Second Language Acquisition. Dec 2012;34(4):659-685. DOI: 10.1017/S027226311200037X
Type: Article
Description: This is a copy of an article published in the Studies in Second Language Acquisition © 2012 Cambridge University Press. The final publication is available at http://journals.cambridge.org/abstract_S027226311200037X
URI: http://hdl.handle.net/10027/10890
ISSN: 0272-2631
Date Available in INDIGO: 2014-04-15
 

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