Abstract
Peer interaction and corrective feedback are beneficial in promoting second language development (e. g. Lyster et al. 2013; Philp et al. 2014; Sato 2017; Sato and Lyster 2012). A prerequisite of providing feedback is that learners first be able to notice elements of their peers’ language. This study seeks to analyze the latter, examining what L2 Spanish learners report hearing in peer-produced language. Data came from notes taken during the task and a subsequent stimulated recall. Content was reported more than form, the verb phrase was noticed more than any other linguistic feature, and a portion of the learners’ comments consisted of mostly-accurate unsolicited feedback. The results may have been constrained by task specifics, assumed relative proficiency, and classroom experience. The formal study of a third language may have facilitated the learners’ ability to notice, even in the absence of attention-directing strategies. These results correspond with previous work in feedback and negotiation, but separating learner perceptions from interaction permitted a closer look at the first step involved in peer communication.
Funding statement: This project was funded by the University of Minnesota Doctoral Dissertation Fellowship.
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© 2019 Walter de Gruyter GmbH, Berlin/Boston
Articles in the same Issue
- Frontmatter
- Research Articles
- “How Dare You Have Another Relationship!”: An analysis of cross-cultural and interlanguage corrections
- Noticing without negotiation?: What L2 Spanish learners report hearing in peer-produced language
- A Vygotskian approach to mediating learner intercultural competence during study abroad
- Influence of learners’ prior knowledge, L2 proficiency and pre-task planning on L2 lexical complexity
- A learner corpus analysis: Effects of task complexity, task type, and L1 & L2 similarity on propositional and linguistic complexity
- Online task planning and L2 oral fluency: does manipulating time pressure affect fluency in L2 monologic oral narratives?
Articles in the same Issue
- Frontmatter
- Research Articles
- “How Dare You Have Another Relationship!”: An analysis of cross-cultural and interlanguage corrections
- Noticing without negotiation?: What L2 Spanish learners report hearing in peer-produced language
- A Vygotskian approach to mediating learner intercultural competence during study abroad
- Influence of learners’ prior knowledge, L2 proficiency and pre-task planning on L2 lexical complexity
- A learner corpus analysis: Effects of task complexity, task type, and L1 & L2 similarity on propositional and linguistic complexity
- Online task planning and L2 oral fluency: does manipulating time pressure affect fluency in L2 monologic oral narratives?