Pinpointing the Source of Word Class Errors
In this section I explore in depth the specific problems that led learners to incorrect responses on the FCT. Each incorrect response was coded as stemming from problem 1 (misidentification of syntactic slot), problem 2 (misclassification of the target word(s)), or a combination of the two. For some responses, there was insufficient information to determine the source of the error; again, these responses were coded as N/I. There were a total of 255 errors made by the 35 participants; Table 4 presents the distribution of these errors according to the categories described above.
As seen in Table 4, problem 1 (M = 3.97) was more prevalent than problem 2 (M = 1.71). A paired samples’ r-test confirms that this difference is statistically significant (/(34) = 6.6, p < 0.005). Thus, a majority of learners’ word class errors stem from the inability to determine which type of word that can fill a given slot or frame. Example 19, in which the correct form is the adjective activos ‘active’, illustrates this problem. A different type of problem stems from learners’ misclassification of one or both of the target words. In these cases, the learner appears to have solved problem 1 (i.e. he/she knows what type of word can or cannot fill the slot), but does not recognise the options as belonging to that category. The following example, in which the learner attempts to decode item 16, clearly illustrates this problem. This verbal report indicates that the learner knows he/she needs a noun to fill the slot, but doesn’t see either of the options as fitting that category. In fact, many learners did not recognise peleas as a noun but rather as the tu form of the verbpelear ‘to fight’. The learner in example (21) eliminates/t/erza as an option after having categorised it as a verb.3 Not recognising fuerza as a noun form is indicative of problem 2 (misclassification). However, the syntactic slot has also been misidentified; the learner seems to know that fuerte is an adjective (‘it’s describing it’), yet does not realise that only a noun can appear to the right of fife (‘of’).
The first research question was exploratory in nature: What kinds of cues do L2 learners attend to when presented with a word class contrast The data gathered from concurrent and retrospective think-aloud protocols reveal nine main cues, which were grouped into three broad categories: semantic cues, grammatical cues, and external cues. Learners focused on grammatical cues most frequently, with these accounting for 45% of the total data set (k = 526). The use of semantic cues (i.e. accessing word meaning via LI equivalents and cognates) was frequent as well (32%). Within the larger category of grammatical cues, learners paid attention to inflectional morphology, syntax, and derivations. The noticing of word class distinctions, either with or without metalanguage, occurred in only 10% of the cases.With years of experience in making delicate Cheap Louis Vuitton Handbags, we are waiting to provide the crowning touch to your style. Just feel free to shop Louis Vuitton solar GM shoulderbag M93128 in white here.
Processing your request, Please wait....
