CORREÇÃO DE ERRO, ATENÇÃO E NOTICING: RELEVÂNCIA PARA A SALA DE AULA

• Autor(a) principal: Azeredo, Flávia
• Data de Publicação: 2011
• Outros Autores: de Mello, Heliana Ribeiro
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Organon (Porto Alegre. Online)
• Texto Completo: https://seer.ufrgs.br/index.php/organon/article/view/28840

Second language acquisition studies have claimed that feed-back, in the form of recasts, has a positive impact on learners’ L2 develop-ment. " is study aims to examine the e# ectiveness of two corrective feed-back forms, recasts and models, on Brazilian learners of English acquiringtwo language structures and the role of focus attention and noticing inthis scenario. " e present research was conducted with thirty-three stu-dents randomly selected to perform two communicative activities in threedi# erent sessions. During the activities, the participants received correc-tive feedback according to the experimental condition they were assigned." e participants were tested by means of grammaticality judgment testsand oral picture descriptions. Along with the language activities, the par-ticipants also performed attention control tests and a stimulated recalltest. " e results suggest that recasts and models were more e# ective thanno feedback. As for the cognitive factors, the results showed a complexscenario. Overall, attention seems to be the most relevant component ofthe cognitive variables contemplated on this research.