Enhancing L2 learners’ noticing skills through self-confrontation with their own oral production performance
The central issue of the pilot study on which this article is based concerns the potential role of metacognition in the development of second language (L2) competence, specifically when L2 learners are confronted with their own videoed oral performance. An experiment was carried out at a French univ...
Sábháilte in:
| Foilsithe in: | URI:https://journals.openedition.org/apliut, |
|---|---|
| Príomhchruthaitheoirí: | , |
| Formáid: | Article ou chapitre numérique |
| Teanga: | Anglais |
| Foilsithe / Cruthaithe: |
Recherche et pratiques pédagogiques en langues
2012
|
| Ábhair: | |
| Rochtain ar líne: | Accès Université d'Orléans et IFPM Accès Université d'Orléans et IFPM |
| Achoimre: | The central issue of the pilot study on which this article is based concerns the potential role of metacognition in the development of second language (L2) competence, specifically when L2 learners are confronted with their own videoed oral performance. An experiment was carried out at a French university with a group of first-year non-specialist undergraduate learners of English (N=12). The collected data for this research are comprised of (1) the filmed performance of learners carrying out an oral task in English, and (2) the filmed interview in French of the same participants engaged in metacognitive reflection upon samples of their own performance. The study thus endeavours to determine the potential of self-confrontation, represented here by retrospective interviews of learners based on their own video-recorded language performance, as a way to develop noticing skills in L2. |
|---|