Interaction, noticing and second language acquisition : an examination of learners' noticing of recasts in task-based interaction

TL;DRAbstract

This dissertation concerns learners' perception and use of implicit feedback in the context of interaction. Recent studies have provided empirical evidence for the positive effects of interaction on second language development, however there is little understanding of how learners process and internalise second language data. In seeking to understand how interaction promotes interlanguage development, noticing has been posited as a crucial factor. If second language (L2) input is to be used by the learner it must be noticed. Interaction is argued to promote noticing of L2 form in a very specific context, that is, when learners perceive a mismatch between the L2 form and their own interlanguage grammar. The foci of this dissertation are, in the context of oral interaction: 1.to operationalise noticing; 2.to examine both whether learners notice recasts of their non-target-like utterances and what factors constrain noticing of recasts; 3.to examine whether noticing of recasts can lead to

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