Abstract
A number of second language (L2) studies have recently discovered the positive impacts of interactional feedback (IF) in L2 development by connecting the underlying processes such as noticing. The current study followed a two-fold purpose: first to examine the impact of IF on noticing question forms in Iranian L2 classroom context and secondly to investigate the possible effects of motivation and attitude on noting IF. IF was provided to experimental group learners in response to their production problems with question forms. Learners’ noticing was assessed through on-line learning journals, introspective comments while checking with audiotapes, and questionnaire responses. Learners’ motivation was also assessed using Gardner’s (1996) attitude/motivation test. The results point to a positive relationship between IF in the classroom and the learners’ reports about question forms of English. The results also confirmed the existence of a positive correlation between motivation and noticing.
Highlights
Input and output are two main requirements of L2 acquisition which must be attended alongside
The initial impetus in L2 motivation research came from social psychologists working in Canada, most notably from Wallace Lambert, Robert Gardner (1972), who viewed second languages as mediating factors between different ethno-linguistic communities and regarded the motivation to learn the language of the other community as a primary force responsible for enhancing or hindering intercultural communication and affiliation
Current research looks at instructional practices that teachers use to generate and maintain learner motivation and strategies through which learners themselves take control of factors that have an impact on their motivation and learning, such as lack of self-confidence, change of goals, or distractions (Dornyei, 2003; Noels, Clement, & Pelletier, 2003)
Summary
Input and output are two main requirements of L2 acquisition which must be attended alongside. According to updated version of the hypotheses negotiation for meaning, and especially negotiation work that triggers interactional adjustments by the native speakers (NSs) or more competent interlocutors, facilitates acquisition because it connects input, output and internal cognitive capacities in productive ways. Interaction, according to this hypothesis, triggers adjustment in the less competent interlocutors’ production, so it can be regarded as a useful means for giving feedback to language learners. Before dealing with the study, feedback, noting and motivation should be examined precisely in the literature
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