Learners resolve grammar-related noticing with intuition, reasoning, rephrasing and explicit rules rather than external resources¶

Claim · All claims
Evidence · 1 study (2 entries) · qualitative r2 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Despite available dictionaries, internet access and no time limit, learners did not consult external resources for grammar problems, relying instead on intuition, rephrasing, and logical reasoning. → Monika Geist 2017 q2 i? Rephrasing and reasoning are strategies not identified in the two previous classifications of L2 writers' problem-solving strategies. → Monika Geist 2017 (2)

Evidence¶

Monika Geist 2017¶

Monika Geist. (2017). Noticing grammar in L2 writing and problem-solving strategies. Studies in Second Language Learning and Teaching, 7(3), 471-487. https://doi.org/10.14746/ssllt.2017.7.3.6

q2 · i? · qualitative · r2

Analysis of strategy use across the grammar LREs in the think-aloud protocols found learners "did not turn to additional resources"; explicit knowledge was used seven times, including school-taught rules about sentence beginnings and length.

"the data revealed that learners did not turn to additional resources to deal with their grammar LREs even though these would have been available and there was no time limit. Rather, they solved their problems intuitively, rephrased their utterances, or applied logical reasoning."

Monika Geist 2017 (2)¶

Monika Geist. (2017). Noticing grammar in L2 writing and problem-solving strategies. Studies in Second Language Learning and Teaching, 7(3), 471-487. https://doi.org/10.14746/ssllt.2017.7.3.6

q2 · i? · qualitative · r2

Comparing the study's strategy classification with Cumming (1989) and Swain and Lapkin (1995), the author reports "Rephrasing and reasoning are strategies unique to the current study," extending prior taxonomies.

"A comparison to the strategies identified by Cumming (1989), and Swain and Lapkin (1995) reveals that using intuition and applying rules occurred in the current study as well as in the two previous studies on problem-solving strategies in writing. Rephrasing and reasoning are strategies unique to the current study."

Discussion¶

Related Claims¶

• Review-reported experiment found output performed noticing and hypothesis-testing functions but no apparent metalinguistic function in L2 writing — the general claim this finding bears on, with the studies behind it
• Explicit grammar teaching outperforms implicit teaching; one review found the advantage only for complex rules, but a meta-analysis found it for simple rules too — related
• Learners' grammar noticing centers more on syntax than morphology, with syntax issues encountered by all participants — related
• Lexical LREs dominate grammar-related LREs in young learners' L2 writing noticing — related
• Hyper-reference dictionary users consulted vocabulary twice as often as paper-dictionary users, though comprehension did not differ significantly — related
• Syntactical noticing focuses mainly on sentence length and ways of connecting clauses — related
• No differential effect of explicit instruction depending on the variable morphology/syntax — related
• Whether conceptual discrepancies are noticed (or not) and how they are resolved can be traced through concurrent think-aloud protocols and retrospective interviews — related