Recasts, uptake and learning : effects and relationships

L’uptake est la réponse immédiate de l’apprenant suite à la rétroaction de l’enseignant (Lyster & Ranta, 1997). Cette étude investigue la relation entre l’uptake et l’apprentissage des déterminants possessifs et des questions d’anglais L2. Elle examine aussi l’effet des reformulations implicites et explicites en termes d’uptake et d’apprentissage. Deux classes intensives (ESL) de sixième année du primaire (N=53) à Montréal ont participé à cette étude. Les deux classes ont été réparties en deux groupes : reformulations explicites et reformulations implicites. L’intervention comportait des activités communicatives. Les élèves ont été testés sur les formes cibles immédiatement avant et après le traitement pédagogique en utilisant des taches orales. Les résultats ont confirmé l’effet supérieur des reformulations explicites en termes d’uptake et d’apprentissage et que l’effet des reformulations dépend de la cible. Cette étude a montré aussi que l’uptake peut faciliter l’apprentissage et que son absence n’est pas signe de manque d’apprentissage.

Visual perception of movement kinematics and the acquisition of "action prototypes"

Recognizing a class of movements as belonging to a "nominal" action category, such as walking, running, or throwing, is a fundamental human ability. Three experiments were undertaken to test the hypothesis that common ("prototypical") features of moving displays could be learned by observation. Participants viewed moving stick-figure displays resembling forearm flexion movements in the saggital plane. Four displays (presentation displays) were first presented in which one or more movement dimensions were combined with 2 respective cues: direction (up, down), speed (fast, slow), and extent (long, short). Eight test displays were then shown, and the observer indicated whether each test display was like or unlike those previously seen. The results showed that without corrective feedback, a single cue (e.g., up or down) could be correctly recognized, on average, with the proportion correct between .66 and .87. When two cues were manipulated (e.g., up and slow), recognition accuracy remained high, ranging between .72 and .89. Three-cue displays were also easily identified. These results provide the first empirical demonstration of action-prototype learning for categories of human action and show how apparently complex kinematic patterns can be categorized in terms of common features or cues. It was also shown that probability of correct recognition of kinematic properties was reduced when the set of 4 presentation displays were more variable with respect to their shared kinematic property, such as speed or amplitude. Finally, while not conclusive, the results (from 2 of the 3 experiments) did suggest that similarity (or "likeness") with respect to a common kinematic property (or properties) is more easily recognized than dissimilarity.

O gerenciamento do erro em aulas de inglês como língua estrangeira: um estudo com foco na produção oral

Este trabalho foi realizado com o objetivo de se investigar o gerenciamento do erro em aulas de inglês como língua estrangeira e suas implicações para o processo de ensino e aprendizagem. em sua primeira etapa, a investigação buscou (a) verificar como os participantes da pesquisa vivenciavam o erro e a correção, (b) descrever as principais características das interlínguas dos aprendizes naquele momento. Na segunda etapa do trabalho, desenvolveu-se uma proposta de intervenção e tratamento dos erros mais recorrentes, por meio da qual se pretendia implementar ações pedagógicas com foco na forma (FonF) que promovessem a negociação de determinados aspectos lingüísticos. Os dados foram coletados por meio de entrevistas, questionários, gravações audiovisuais, observações das aulas, notas de campo transformadas em diários, sessões de visionamento com os aprendizes e de discussão com a professora participante, num processo cíclico e contínuo, a fim de se embasarem as decisões referentes ao processo interventivo. Verificou-se que os movimentos corretivos empregados para promover momentos de negociação da forma se mostraram uma importante ferramenta no tratamento dos erros por ajudarem os aprendizes a perceberem lacunas em suas interlínguas e a se esforçarem para refazer suas produções consideradas imprecisas. Nesse esforço, observou-se a importância do papel do professor ao fornecer os andaimes necessários para que cada aprendiz pudesse se monitorar. Considerou-se, também, a relevância do aspecto complementar entre os dois focos - foco na forma x foco na mensagem para o processo de ensino e aprendizagem de língua estrangeira por instrução.

O tratamento do erro na oralidade: uma proposta focada em características da interlíngua de alunos de inglês como língua estrangeira

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Inhibitory Control is a Rate-Limiting Factor to Preschoolers' Use of Irregular Inflection

We investigated whether children’s inhibitory control is associated with their ability to produce irregular verb forms as well as learn from corrective feedback following their use of an over-regularized form. Forty-eight 3.5 to 4.5 year old children were tested on the irregular past tense and provided with adult corrective input via models of correct use or recasts of errors following ungrammatical responses. Inhibitory control was assessed with a three-item battery of tasks that required suppressing a prepotent response in favor of a non-canonical one. Results showed that inhibitory control was predictive of children’s initial production of irregular forms and not associated with their post-feedback production of irregulars. These findings show that children’s executive functioning skills may be a rate-limiting factor on their ability to produce correct forms, but might not interact with their ability to learn from input in this domain. Findings are discussed in terms of current theories of past-tense acquisition and learning from input more broadly.

VGI quality control

This paper presents a framework for considering quality control of volunteered geographic information (VGI). Different issues need to be considered during the conception, acquisition and post-acquisition phases of VGI creation. This includes items such as collecting metadata on the volunteer, providing suitable training, giving corrective feedback during the mapping process and use of control data, among others. Two examples of VGI data collection are then considered with respect to this quality control framework, i.e. VGI data collection by National Mapping Agencies and by the most recent Geo-Wiki tool, a game called Cropland Capture. Although good practices are beginning to emerge, there is still the need for the development and sharing of best practice, especially if VGI is to be integrated with authoritative map products or used for calibration and/or validation of land cover in the future.

Optimizing the Correction of Memory Errors

People are always at risk of making errors when they attempt to retrieve information from memory. An important question is how to create the optimal learning conditions so that, over time, the correct information is learned and the number of mistakes declines. Feedback is a powerful tool, both for reinforcing new learning and correcting memory errors. In 5 experiments, I sought to understand the best procedures for administering feedback during learning. First, I evaluated the popular recommendation that feedback is most effective when given immediately, and I showed that this recommendation does not always hold when correcting errors made with educational materials in the classroom. Second, I asked whether immediate feedback is more effective in a particular case—when correcting false memories, or strongly-held errors that may be difficult to notice even when the learner is confronted with the feedback message. Third, I examined whether varying levels of learner motivation might help to explain cross-experimental variability in feedback timing effects: Are unmotivated learners less likely to benefit from corrective feedback, especially when it is administered at a delay? Overall, the results revealed that there is no best “one-size-fits-all” recommendation for administering feedback; the optimal procedure depends on various characteristics of learners and their errors. As a package, the data are consistent with the spacing hypothesis of feedback timing, although this theoretical account does not successfully explain all of the data in the larger literature.

Inhibitory Control is a Rate-Limiting Factor to Preschoolers' Use of Irregular Inflection

We investigated whether children’s inhibitory control is associated with their ability to produce irregular verb forms as well as learn from corrective feedback following their use of an over-regularized form. Forty-eight 3.5 to 4.5 year old children were tested on the irregular past tense and provided with adult corrective input via models of correct use or recasts of errors following ungrammatical responses. Inhibitory control was assessed with a three-item battery of tasks that required suppressing a prepotent response in favor of a non-canonical one. Results showed that inhibitory control was predictive of children’s initial production of irregular forms and not associated with their post-feedback production of irregulars. These findings show that children’s executive functioning skills may be a rate-limiting factor on their ability to produce correct forms, but might not interact with their ability to learn from input in this domain. Findings are discussed in terms of current theories of past-tense acquisition and learning from input more broadly.

Post-observation feedback as an instigator of teacher learning and change

This paper investigates an on-going study into the nature of the discourse teacher educators (TEds) and student-teachers (Ts) use during postobservation feedback, and explores the feedback discourse in terms of the impact it may have on teacher learning and change. Two types of feedback, confirmatory and corrective, are briefly discussed, and the former is then made the focus of the paper in its role as a potential instigator of teacher learning and change.

Automated Feedback for 'Fill in the Gap' Programming Exercises

Timely feedback is a vital component in the learning process. It is especially important for beginner students in Information Technology since many have not yet formed an effective internal model of a computer that they can use to construct viable knowledge. Research has shown that learning efficiency is increased if immediate feedback is provided for students. Automatic analysis of student programs has the potential to provide immediate feedback for students and to assist teaching staff in the marking process. This paper describes a “fill in the gap” programming analysis framework which tests students’ solutions and gives feedback on their correctness, detects logic errors and provides hints on how to fix these errors. Currently, the framework is being used with the Environment for Learning to Programming (ELP) system at Queensland University of Technology (QUT); however, the framework can be integrated into any existing online learning environment or programming Integrated Development Environment (IDE)