Cross-linguistic influence and plural marking: enhancing error recognition and written accuracy among Japanese EFL learners through web-based awareness-raising

Abstract

The present study investigated the interface between explicit instruction and computer-assisted language learning (CALL) in an effort to reduce plural marking errors among Japanese EFL learners. The instruction involved raising contrastive awareness of cross-linguistic and conceptual features, and was delivered via an online medium. A total of 180 students from a university in Western Japan participated in the study, in which two points of enquiry were examined: (1) the extent to which such an instructional composite would affect Japanese learners’ ability to (a) recognize plural omission errors in L2 reading, and (b) produce obligatory plural forms in L2 writing; and (2) the extent to which online instruction would be sufficient to facilitate change in subsequent performance related to plural accuracy. In contrast with the control condition, the findings from the experimental condition indicated that positive learning outcomes had taken place with regard to both error recognition and plural production, and that web-based instruction was therefore effective in this instance. Theoretical reflections, practical implications, and future avenues of research are discussed.

Keywords:

• Awareness-raising
• cross-linguistic contrasts
• explicit instruction
• grammar
• Japanese EFL learners
• web-based instruction

Acknowledgements

The author wishes to thank Dr. Osamu Takeuchi for his overall mentorship; Dr. Natsuko Shintani for her valuable advice regarding structural aspects of the paper; Myles Grogan for his assistance with the inter-rater work; the learners who participated in this study; and the anonymous reviewers for their highly insightful feedback.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Matt Lucas

Matt Lucas holds a Ph.D. in Foreign Language Education and Research, and is an Associate Professor in the Faculty of Foreign Language Studies at Kansai University, Osaka, Japan. His research interests focus on second-language acquisition, with a specific emphasis on cross-linguistic influence between Japanese and English and the methods by which L2 grammatical accuracy may be potentially improved through explicit awareness-raising practices.