Predicting L2 learners’ noticing of L2 errors: Proficiency, language analytical ability, and interaction mindset

The current study explored whether three individual difference variables (proficiency, language analytical ability, and interaction mindset) predict the ways in which second language (L2) speakers report noticing of L2 errors produced by another learner. University-level EFL learners in a teacher tr...
Ausführliche Beschreibung

Gespeichert in:

Autor*in:	Sato, Masatoshi [verfasserIn] McDonough, Kim [verfasserIn]

Format:	E-Artikel
Sprache:	Englisch

Erschienen:	2020

Schlagwörter:	Interaction mindset Noticing of L2 errors Task-based interaction Peer corrective feedback Language analytical ability Proficiency

Übergeordnetes Werk:	Enthalten in: System - Amsterdam [u.a.] : Elsevier Science, 1973, 93
Übergeordnetes Werk:	volume:93

DOI / URN:	10.1016/j.system.2020.102301

Katalog-ID:	ELV004599675

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520			\|a The current study explored whether three individual difference variables (proficiency, language analytical ability, and interaction mindset) predict the ways in which second language (L2) speakers report noticing of L2 errors produced by another learner. University-level EFL learners in a teacher training program (N = 102) watched a video in which two L2 speakers carried out a job interview role-play. The interview was scripted so that the job applicant produced 15 errors: five morphosyntactic, five lexical, and five phonological. While watching the video, the pre-service teachers completed a form to give feedback to the job applicant about four dimensions of her performance: appearance and behavior, interest and enthusiasm, content of responses, and language use. They also completed a cloze proficiency test, the MLAT analytical ability test, and an interaction mindset questionnaire. Results showed that the learners reported few of the errors that had been scripted into the role-play. A regression model indicated that two subconstructs of interaction mindset (form-orientation and provision of peer feedback) predicted the number of linguistic errors reported. The findings and pedagogical implications are discussed in light of the relevance of interaction mindset to L2 learners’ attention to form during task-based interaction.
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allfields	10.1016/j.system.2020.102301 doi (DE-627)ELV004599675 (ELSEVIER)S0346-251X(20)30050-6 DE-627 ger DE-627 rda eng 370 400 DE-600 5,3 ssgn LING DE-30 fid 17.00 bkl Sato, Masatoshi verfasserin aut Predicting L2 learners’ noticing of L2 errors: Proficiency, language analytical ability, and interaction mindset 2020 nicht spezifiziert zzz rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier The current study explored whether three individual difference variables (proficiency, language analytical ability, and interaction mindset) predict the ways in which second language (L2) speakers report noticing of L2 errors produced by another learner. University-level EFL learners in a teacher training program (N = 102) watched a video in which two L2 speakers carried out a job interview role-play. The interview was scripted so that the job applicant produced 15 errors: five morphosyntactic, five lexical, and five phonological. While watching the video, the pre-service teachers completed a form to give feedback to the job applicant about four dimensions of her performance: appearance and behavior, interest and enthusiasm, content of responses, and language use. They also completed a cloze proficiency test, the MLAT analytical ability test, and an interaction mindset questionnaire. Results showed that the learners reported few of the errors that had been scripted into the role-play. A regression model indicated that two subconstructs of interaction mindset (form-orientation and provision of peer feedback) predicted the number of linguistic errors reported. The findings and pedagogical implications are discussed in light of the relevance of interaction mindset to L2 learners’ attention to form during task-based interaction. Interaction mindset Noticing of L2 errors Task-based interaction Peer corrective feedback Language analytical ability Proficiency McDonough, Kim verfasserin aut Enthalten in System Amsterdam [u.a.] : Elsevier Science, 1973 93 Online-Ressource (DE-627)306710773 (DE-600)1500775-3 (DE-576)098134337 0346-251X nnns volume:93 GBV_USEFLAG_U SYSFLAG_U GBV_ELV FID-LING GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_224 GBV_ILN_370 GBV_ILN_602 GBV_ILN_702 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2027 GBV_ILN_2034 GBV_ILN_2038 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2056 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2190 GBV_ILN_2336 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4313 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4393 17.00 Sprach- und Literaturwissenschaft: Allgemeines AR 93
spelling	10.1016/j.system.2020.102301 doi (DE-627)ELV004599675 (ELSEVIER)S0346-251X(20)30050-6 DE-627 ger DE-627 rda eng 370 400 DE-600 5,3 ssgn LING DE-30 fid 17.00 bkl Sato, Masatoshi verfasserin aut Predicting L2 learners’ noticing of L2 errors: Proficiency, language analytical ability, and interaction mindset 2020 nicht spezifiziert zzz rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier The current study explored whether three individual difference variables (proficiency, language analytical ability, and interaction mindset) predict the ways in which second language (L2) speakers report noticing of L2 errors produced by another learner. University-level EFL learners in a teacher training program (N = 102) watched a video in which two L2 speakers carried out a job interview role-play. The interview was scripted so that the job applicant produced 15 errors: five morphosyntactic, five lexical, and five phonological. While watching the video, the pre-service teachers completed a form to give feedback to the job applicant about four dimensions of her performance: appearance and behavior, interest and enthusiasm, content of responses, and language use. They also completed a cloze proficiency test, the MLAT analytical ability test, and an interaction mindset questionnaire. Results showed that the learners reported few of the errors that had been scripted into the role-play. A regression model indicated that two subconstructs of interaction mindset (form-orientation and provision of peer feedback) predicted the number of linguistic errors reported. The findings and pedagogical implications are discussed in light of the relevance of interaction mindset to L2 learners’ attention to form during task-based interaction. Interaction mindset Noticing of L2 errors Task-based interaction Peer corrective feedback Language analytical ability Proficiency McDonough, Kim verfasserin aut Enthalten in System Amsterdam [u.a.] : Elsevier Science, 1973 93 Online-Ressource (DE-627)306710773 (DE-600)1500775-3 (DE-576)098134337 0346-251X nnns volume:93 GBV_USEFLAG_U SYSFLAG_U GBV_ELV FID-LING GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_224 GBV_ILN_370 GBV_ILN_602 GBV_ILN_702 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2027 GBV_ILN_2034 GBV_ILN_2038 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2056 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2190 GBV_ILN_2336 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4313 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4393 17.00 Sprach- und Literaturwissenschaft: Allgemeines AR 93
allfields_unstemmed	10.1016/j.system.2020.102301 doi (DE-627)ELV004599675 (ELSEVIER)S0346-251X(20)30050-6 DE-627 ger DE-627 rda eng 370 400 DE-600 5,3 ssgn LING DE-30 fid 17.00 bkl Sato, Masatoshi verfasserin aut Predicting L2 learners’ noticing of L2 errors: Proficiency, language analytical ability, and interaction mindset 2020 nicht spezifiziert zzz rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier The current study explored whether three individual difference variables (proficiency, language analytical ability, and interaction mindset) predict the ways in which second language (L2) speakers report noticing of L2 errors produced by another learner. University-level EFL learners in a teacher training program (N = 102) watched a video in which two L2 speakers carried out a job interview role-play. The interview was scripted so that the job applicant produced 15 errors: five morphosyntactic, five lexical, and five phonological. While watching the video, the pre-service teachers completed a form to give feedback to the job applicant about four dimensions of her performance: appearance and behavior, interest and enthusiasm, content of responses, and language use. They also completed a cloze proficiency test, the MLAT analytical ability test, and an interaction mindset questionnaire. Results showed that the learners reported few of the errors that had been scripted into the role-play. A regression model indicated that two subconstructs of interaction mindset (form-orientation and provision of peer feedback) predicted the number of linguistic errors reported. The findings and pedagogical implications are discussed in light of the relevance of interaction mindset to L2 learners’ attention to form during task-based interaction. Interaction mindset Noticing of L2 errors Task-based interaction Peer corrective feedback Language analytical ability Proficiency McDonough, Kim verfasserin aut Enthalten in System Amsterdam [u.a.] : Elsevier Science, 1973 93 Online-Ressource (DE-627)306710773 (DE-600)1500775-3 (DE-576)098134337 0346-251X nnns volume:93 GBV_USEFLAG_U SYSFLAG_U GBV_ELV FID-LING GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_224 GBV_ILN_370 GBV_ILN_602 GBV_ILN_702 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2027 GBV_ILN_2034 GBV_ILN_2038 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2056 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2190 GBV_ILN_2336 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4313 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4393 17.00 Sprach- und Literaturwissenschaft: Allgemeines AR 93
allfieldsGer	10.1016/j.system.2020.102301 doi (DE-627)ELV004599675 (ELSEVIER)S0346-251X(20)30050-6 DE-627 ger DE-627 rda eng 370 400 DE-600 5,3 ssgn LING DE-30 fid 17.00 bkl Sato, Masatoshi verfasserin aut Predicting L2 learners’ noticing of L2 errors: Proficiency, language analytical ability, and interaction mindset 2020 nicht spezifiziert zzz rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier The current study explored whether three individual difference variables (proficiency, language analytical ability, and interaction mindset) predict the ways in which second language (L2) speakers report noticing of L2 errors produced by another learner. University-level EFL learners in a teacher training program (N = 102) watched a video in which two L2 speakers carried out a job interview role-play. The interview was scripted so that the job applicant produced 15 errors: five morphosyntactic, five lexical, and five phonological. While watching the video, the pre-service teachers completed a form to give feedback to the job applicant about four dimensions of her performance: appearance and behavior, interest and enthusiasm, content of responses, and language use. They also completed a cloze proficiency test, the MLAT analytical ability test, and an interaction mindset questionnaire. Results showed that the learners reported few of the errors that had been scripted into the role-play. A regression model indicated that two subconstructs of interaction mindset (form-orientation and provision of peer feedback) predicted the number of linguistic errors reported. The findings and pedagogical implications are discussed in light of the relevance of interaction mindset to L2 learners’ attention to form during task-based interaction. Interaction mindset Noticing of L2 errors Task-based interaction Peer corrective feedback Language analytical ability Proficiency McDonough, Kim verfasserin aut Enthalten in System Amsterdam [u.a.] : Elsevier Science, 1973 93 Online-Ressource (DE-627)306710773 (DE-600)1500775-3 (DE-576)098134337 0346-251X nnns volume:93 GBV_USEFLAG_U SYSFLAG_U GBV_ELV FID-LING GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_224 GBV_ILN_370 GBV_ILN_602 GBV_ILN_702 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2027 GBV_ILN_2034 GBV_ILN_2038 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2056 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2190 GBV_ILN_2336 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4313 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4393 17.00 Sprach- und Literaturwissenschaft: Allgemeines AR 93
allfieldsSound	10.1016/j.system.2020.102301 doi (DE-627)ELV004599675 (ELSEVIER)S0346-251X(20)30050-6 DE-627 ger DE-627 rda eng 370 400 DE-600 5,3 ssgn LING DE-30 fid 17.00 bkl Sato, Masatoshi verfasserin aut Predicting L2 learners’ noticing of L2 errors: Proficiency, language analytical ability, and interaction mindset 2020 nicht spezifiziert zzz rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier The current study explored whether three individual difference variables (proficiency, language analytical ability, and interaction mindset) predict the ways in which second language (L2) speakers report noticing of L2 errors produced by another learner. University-level EFL learners in a teacher training program (N = 102) watched a video in which two L2 speakers carried out a job interview role-play. The interview was scripted so that the job applicant produced 15 errors: five morphosyntactic, five lexical, and five phonological. While watching the video, the pre-service teachers completed a form to give feedback to the job applicant about four dimensions of her performance: appearance and behavior, interest and enthusiasm, content of responses, and language use. They also completed a cloze proficiency test, the MLAT analytical ability test, and an interaction mindset questionnaire. Results showed that the learners reported few of the errors that had been scripted into the role-play. A regression model indicated that two subconstructs of interaction mindset (form-orientation and provision of peer feedback) predicted the number of linguistic errors reported. The findings and pedagogical implications are discussed in light of the relevance of interaction mindset to L2 learners’ attention to form during task-based interaction. Interaction mindset Noticing of L2 errors Task-based interaction Peer corrective feedback Language analytical ability Proficiency McDonough, Kim verfasserin aut Enthalten in System Amsterdam [u.a.] : Elsevier Science, 1973 93 Online-Ressource (DE-627)306710773 (DE-600)1500775-3 (DE-576)098134337 0346-251X nnns volume:93 GBV_USEFLAG_U SYSFLAG_U GBV_ELV FID-LING GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_224 GBV_ILN_370 GBV_ILN_602 GBV_ILN_702 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2027 GBV_ILN_2034 GBV_ILN_2038 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2056 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2190 GBV_ILN_2336 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4313 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4393 17.00 Sprach- und Literaturwissenschaft: Allgemeines AR 93
language	English
source	Enthalten in System 93 volume:93
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topic_facet	Interaction mindset Noticing of L2 errors Task-based interaction Peer corrective feedback Language analytical ability Proficiency
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authorswithroles_txt_mv	Sato, Masatoshi @@aut@@ McDonough, Kim @@aut@@
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author	Sato, Masatoshi
spellingShingle	Sato, Masatoshi ddc 370 ssgn 5,3 fid LING bkl 17.00 misc Interaction mindset misc Noticing of L2 errors misc Task-based interaction misc Peer corrective feedback misc Language analytical ability misc Proficiency Predicting L2 learners’ noticing of L2 errors: Proficiency, language analytical ability, and interaction mindset
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topic_title	370 400 DE-600 5,3 ssgn LING DE-30 fid 17.00 bkl Predicting L2 learners’ noticing of L2 errors: Proficiency, language analytical ability, and interaction mindset Interaction mindset Noticing of L2 errors Task-based interaction Peer corrective feedback Language analytical ability Proficiency
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title	Predicting L2 learners’ noticing of L2 errors: Proficiency, language analytical ability, and interaction mindset
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title_full	Predicting L2 learners’ noticing of L2 errors: Proficiency, language analytical ability, and interaction mindset
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title_sort	predicting l2 learners’ noticing of l2 errors: proficiency, language analytical ability, and interaction mindset
title_auth	Predicting L2 learners’ noticing of L2 errors: Proficiency, language analytical ability, and interaction mindset
abstract	The current study explored whether three individual difference variables (proficiency, language analytical ability, and interaction mindset) predict the ways in which second language (L2) speakers report noticing of L2 errors produced by another learner. University-level EFL learners in a teacher training program (N = 102) watched a video in which two L2 speakers carried out a job interview role-play. The interview was scripted so that the job applicant produced 15 errors: five morphosyntactic, five lexical, and five phonological. While watching the video, the pre-service teachers completed a form to give feedback to the job applicant about four dimensions of her performance: appearance and behavior, interest and enthusiasm, content of responses, and language use. They also completed a cloze proficiency test, the MLAT analytical ability test, and an interaction mindset questionnaire. Results showed that the learners reported few of the errors that had been scripted into the role-play. A regression model indicated that two subconstructs of interaction mindset (form-orientation and provision of peer feedback) predicted the number of linguistic errors reported. The findings and pedagogical implications are discussed in light of the relevance of interaction mindset to L2 learners’ attention to form during task-based interaction.
abstractGer	The current study explored whether three individual difference variables (proficiency, language analytical ability, and interaction mindset) predict the ways in which second language (L2) speakers report noticing of L2 errors produced by another learner. University-level EFL learners in a teacher training program (N = 102) watched a video in which two L2 speakers carried out a job interview role-play. The interview was scripted so that the job applicant produced 15 errors: five morphosyntactic, five lexical, and five phonological. While watching the video, the pre-service teachers completed a form to give feedback to the job applicant about four dimensions of her performance: appearance and behavior, interest and enthusiasm, content of responses, and language use. They also completed a cloze proficiency test, the MLAT analytical ability test, and an interaction mindset questionnaire. Results showed that the learners reported few of the errors that had been scripted into the role-play. A regression model indicated that two subconstructs of interaction mindset (form-orientation and provision of peer feedback) predicted the number of linguistic errors reported. The findings and pedagogical implications are discussed in light of the relevance of interaction mindset to L2 learners’ attention to form during task-based interaction.
abstract_unstemmed	The current study explored whether three individual difference variables (proficiency, language analytical ability, and interaction mindset) predict the ways in which second language (L2) speakers report noticing of L2 errors produced by another learner. University-level EFL learners in a teacher training program (N = 102) watched a video in which two L2 speakers carried out a job interview role-play. The interview was scripted so that the job applicant produced 15 errors: five morphosyntactic, five lexical, and five phonological. While watching the video, the pre-service teachers completed a form to give feedback to the job applicant about four dimensions of her performance: appearance and behavior, interest and enthusiasm, content of responses, and language use. They also completed a cloze proficiency test, the MLAT analytical ability test, and an interaction mindset questionnaire. Results showed that the learners reported few of the errors that had been scripted into the role-play. A regression model indicated that two subconstructs of interaction mindset (form-orientation and provision of peer feedback) predicted the number of linguistic errors reported. The findings and pedagogical implications are discussed in light of the relevance of interaction mindset to L2 learners’ attention to form during task-based interaction.
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title_short	Predicting L2 learners’ noticing of L2 errors: Proficiency, language analytical ability, and interaction mindset
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up_date	2024-07-06T23:32:08.123Z
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fullrecord_marcxml	<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>01000caa a22002652 4500</leader><controlfield tag="001">ELV004599675</controlfield><controlfield tag="003">DE-627</controlfield><controlfield tag="005">20230524162849.0</controlfield><controlfield tag="007">cr uuu---uuuuu</controlfield><controlfield tag="008">230503s2020 xx \|\|\|\|\|o 00\| \|\|eng c</controlfield><datafield tag="024" ind1="7" ind2=" "><subfield code="a">10.1016/j.system.2020.102301</subfield><subfield code="2">doi</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-627)ELV004599675</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(ELSEVIER)S0346-251X(20)30050-6</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-627</subfield><subfield code="b">ger</subfield><subfield code="c">DE-627</subfield><subfield code="e">rda</subfield></datafield><datafield tag="041" ind1=" " ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="082" ind1="0" ind2="4"><subfield code="a">370</subfield><subfield code="a">400</subfield><subfield code="q">DE-600</subfield></datafield><datafield tag="084" ind1=" " ind2=" "><subfield code="a">5,3</subfield><subfield code="2">ssgn</subfield></datafield><datafield tag="084" ind1=" " ind2=" "><subfield code="a">LING</subfield><subfield code="q">DE-30</subfield><subfield code="2">fid</subfield></datafield><datafield tag="084" ind1=" " ind2=" "><subfield code="a">17.00</subfield><subfield code="2">bkl</subfield></datafield><datafield tag="100" ind1="1" ind2=" "><subfield code="a">Sato, Masatoshi</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">Predicting L2 learners’ noticing of L2 errors: Proficiency, language analytical ability, and interaction mindset</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="c">2020</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">nicht spezifiziert</subfield><subfield code="b">zzz</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">Computermedien</subfield><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">Online-Ressource</subfield><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">The current study explored whether three individual difference variables (proficiency, language analytical ability, and interaction mindset) predict the ways in which second language (L2) speakers report noticing of L2 errors produced by another learner. University-level EFL learners in a teacher training program (N = 102) watched a video in which two L2 speakers carried out a job interview role-play. The interview was scripted so that the job applicant produced 15 errors: five morphosyntactic, five lexical, and five phonological. While watching the video, the pre-service teachers completed a form to give feedback to the job applicant about four dimensions of her performance: appearance and behavior, interest and enthusiasm, content of responses, and language use. They also completed a cloze proficiency test, the MLAT analytical ability test, and an interaction mindset questionnaire. Results showed that the learners reported few of the errors that had been scripted into the role-play. A regression model indicated that two subconstructs of interaction mindset (form-orientation and provision of peer feedback) predicted the number of linguistic errors reported. 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Predicting L2 learners’ noticing of L2 errors: Proficiency, language analytical ability, and interaction mindset

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