Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-7479d7b7d-8zxtt Total loading time: 0 Render date: 2024-07-11T07:27:21.778Z Has data issue: false hasContentIssue false

21 - Alphabetic Print Literacy Level and Noticing Oral Corrective Feedback in SLA

from Part V - Corrective Feedback and Language Skills

Published online by Cambridge University Press:  26 February 2021

By
Elaine Tarone
Edited by
Hossein Nassaji  and
Eva Kartchava
Hossein Nassaji
Affiliation:
University of Victoria, British Columbia
Eva Kartchava
Affiliation:
Carleton University, Ottawa
Get access

Summary

Increasingly, large numbers of adult immigrants and refugees who are not alphabetically literate are engaging in SLA and becoming orally multilingual. However, there is good reason to suspect that many theoretical claims about the role of corrective feedback in second language acquisition do not hold for such learners. In particular, the research reviewed in this chapter shows that adult L2 learners who have low levels of alphabetic print literacy do not appear to benefit from oral corrective feedback on form as much as their alphabetically literate counterparts do. These findings suggest that it is alphabetic print literacy that provides learners with language processing tools required for noticing of form-focused corrective feedback. Theoretical claims implying the universal efficacy of oral corrective feedback in SLA must be fine-tuned to reflect the actual learning processes of this growing population of successful L2 learners.

Keywords

low-literate learnersalphabetic print literacynoticingoral corrective feedback on formphonological awareness
Type
Chapter
Information
The Cambridge Handbook of Corrective Feedback in Second Language Learning and Teaching , pp. 450 - 470
Publisher: Cambridge University Press
Print publication year: 2021

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Adrián, J. A., Alegria, J. & Morais, J. (1995). Metaphonological abilities of Spanish illiterate adults. International Journal of Psychology, 30(3), 329–353.Google Scholar
Australian Curriculum Assessment & Reporting Authority (ACARA). (2010). F-10 Curriculum: English. www.australiancurriculum.edu.au/f-10-curriculum/english/.Google Scholar
Bigelow, M., Delmas, R., Hansen, K. & Tarone, E. (2006). Literacy and the processing of oral recasts in SLA. TESOL Quarterly, 40(4), 665–689.Google Scholar
Bigelow, M. & Tarone, E. (2004). Doesn’t who we study determine what we know? TESOL Quarterly, 38(4), 689–700.Google Scholar
Castro-Caldas, A., Petersson, K. M., Reis, A., Stone-Elander, S. & Ingvar, M. (1998). The illiterate brain: Learning to read and write during childhood influences the functional organization of the adult brain. Brain: A Journal of Neurology, 121(6), 1053–1063. www.ncbi.nlm.nih.gov/pubmed/9648541.Google Scholar
Castro-Caldas, A., Miranda, P. C., Canno, L., Reis, A., Leote, F., Ribero, C. & Ducla-Soares, E. (1999). Influence of learning to read and write on the morphology of the corpus callosum. European Journal of Neurology, 6(1), 23–28.CrossRefGoogle ScholarPubMed
Dellatolas, G., Braga, L. W., Souza, L. D. N., Nunes Filho, G., Queiroz, E., & Deloche, G. (2003). Cognitive consequences of early phase of literacy. Journal of the International Neuropsychological Society, 9(5), 771–782.CrossRefGoogle ScholarPubMed
Hansen, K. (2005). Impact of literacy level and task type on oral L2 recall accuracy. MA thesis, University of Minnesota, Twin Cities.Google Scholar
Kurvers, J., Vallen, T. & van Hout, R. (2006). Discovering language: Metalinguistic awareness of adult illiterates. In van de Craats, I., Kurvers, J. & Young-Scholten, M. (eds.), Low-educated second language and literacy acquisition: Proceedings of the inaugural symposium (pp. 69–88). Utrecht: LOT.Google Scholar
LaScotte, D. & Tarone, E. (2019). Heteroglossia and constructed dialogue in SLA. Modern Language Journal, 103, 95–112.CrossRefGoogle Scholar
Lyster, R., & Ranta, L. (1997). Corrective feedback and learner uptake: Negotiation of form in communicative classrooms. Studies in second language acquisition, 19(1), 37–66.Google Scholar
Martin-Mejía, C. (2011). Low-literacy adult English language learners: Oral recall and recasts. MA thesis, School of Education, Hamline University, St. Paul, Minnesota. https://digitalcommons.hamline.edu/hse_all/460/.Google Scholar
Morais, J., Cary, L., Alegría, J. & Bertelson, P. (1979). Does awareness of speech as a sequence of phones arise spontaneously? Cognition, 7(4), 323–331.Google Scholar
Mueller, R. (2013). How do context and low L1 literacy of non-native speakers of English affect their noticing of L2 learner recasts? MA thesis, School of Education, Hamline University, St. Paul, Minnesota. https://digitalcommons.hamline.edu/hse_all/531/.Google Scholar
Nelson Australia (2003). The PM Benchmark Kit. Toronto: Thomson Learning Australia.Google Scholar
Ngo, B., Bigelow, M. & Lee, S. (2014) What does it mean to do ethical and engaged research with immigrant communities? Diaspora, Indigenous, and Minority Education: Studies of Migration, Integration, Equity, and Cultural Survival, Special Issue, 8(1), 1–6.CrossRefGoogle Scholar
Oliver, R. & Steele, C. (2019). Can print literacy impact upon learning to speak Standard Australian English? In Lenzing, A., Nicholas, H. & Roos, J. (eds.), Widening contexts for processability theory: Theories and issues (pp. 349–369). Amsterdam: John Benjamins.Google Scholar
Olson, D. R. (1977). From utterance to text: The bias of language in speech and writing. Harvard Educational Review, 47(3), 257–281.CrossRefGoogle Scholar
Perfetti, C., Van Dyke, J. & Hat, L. (2001). The psycholinguistics of basic literacy. Annual Review of Applied Linguistics, 21(1), 127–149.Google Scholar
Pettitt, N. & Tarone, E. (2015). Following Roba: What happens when a low-educated adult immigrant learns to read. Writing Systems Research, 7(1), 20–38.Google Scholar
Philp, J. (2003). Constraints on “noticing the gap”: Nonnative speakers’ noticing of recasts in NS-NNS interaction. Studies in Second Language Acquisition, 25(1), 99–126.Google Scholar
Pienemann, M., Johnston, M. & Brindley, G. (1988). Constructing an acquisition-based procedure for second language assessment. Studies in Second Language Acquisition, 10(2), 217–243.CrossRefGoogle Scholar
Read, C., Zhang, Y., Nie, H. & Ding, B. (1986). The ability to manipulate speech sounds depends on knowing alphabetic spelling. Cognition, 24(1–2), 31–44.CrossRefGoogle Scholar
Reis, A. & Castro-Caldas, A. (1997). Illiteracy: A cause for biased cognitive development. Journal of the International Neuropsychological Society, 3(5), 444–450.Google Scholar
Richwine, J. (2017). Immigrant literacy: Self-assessment vs. reality. Center for Immigration Studies (June 2017). https://cis.org/Immigrant-Literacy-Self-Assessment-vs-Reality.Google Scholar
Schmidt, R. & Frota, S. (1986). Developing basic conversational ability in a second language: A case study of an adult learner. In Day, R. (ed.), Talking to learn: Conversation in second language acquisition (pp. 237–326). Rowley, MA: Newbury House.Google Scholar
Sheen, Y. (2010). Introduction: The role of oral and written corrective feedback in SLA. Studies in Second Language Acquisition, 32(2), 169–179.CrossRefGoogle Scholar
Steele, C. (2014) Can print literacy impact upon learning to speak Standard Australian English? MA dissertation, Curtin University, Australia.Google Scholar
Strube, S. (2007). Recasts and learner uptake: The non-literate adult L2 classroom during oral skills practice. In Young-Scholten, Martha (ed.), Proceedings of the Third annual LESLLA Forum (pp. 61–74). Newcastle upon Tyne: Newcastle University. Available at www.leslla.org.Google Scholar
Strube, S. (2014). Grappling with the oral skills: The learning and teaching of the low-literate adult second language learner. Ph.D. dissertation, Radboud University, Nijmegen, Netherlands.Google Scholar
Tarone, E. & Bigelow, M. (2007). Impact of literacy on oral language processing: Implications for second language acquisition research. In Mackey, A. (ed.), Conversational interaction in second language acquisition: A series of empirical studies (pp. 101–121). Oxford: Oxford University Press.Google Scholar
Tarone, E., Bigelow, M. & Hansen, K. (2009). Literacy and second language oracy. Oxford: Oxford University Press.Google Scholar
Tarone, E., Swierzbin, B. & Bigelow, M. (2006). The impact of literacy level on features of interlanguage in oral narratives. Rivista di Psicolinguistica Applicata, 6(3), 65–77.Google Scholar
UNESCO eAtlas of Literacy (2017). https://tellmaps.com/uis/literacy/#!/tellmap/-601865091.Google Scholar
Vainikka, A. & Young-Scholten, M. (2012). The straight and narrow path. Linguistic Approaches to Bilingualism, 2(3), 319–323.Google Scholar
Vinogradov, P. E. (2012). “You just get a deeper understanding of things by talking:” Study circles for teachers of ESL emergent readers. Journal of Research and Practice for Adult Literacy, Secondary, and Basic Education, 1, 34–48.Google Scholar
Vinogradov, P. E. (2016). Crossing contexts for teacher learning: Adult ESL teachers in kindergarten. In Crandall, J. A. & Christison, M. A. (eds.), Teacher education and professional development in TESOL: Global perspectives (pp. 161–175). New York: Routledge.CrossRefGoogle Scholar
Vinogradov, P. E. & Bigelow, M. (2010). Using oral language skills to build literacy of adult learners with emerging English literacy. Washington, DC: Center for Applied Linguistics.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure coreplatform@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×