Examining Transcription, Autonomy and Reflective Practice in Language Development

Abstract

This pilot study explores language development among a class of L2 students who were required to transcribe and reflect upon spoken performances. The class was given tasks for self and peer-evaluation and afforded the opportunity to assume more responsibility for assessing language development of both themselves and their peers. Several studies (Lynch, 2001; Lynch, 2007; Mennim, 2003) have promoted the use of student transcription activities to help students make their output ‘more comprehensible, elaborate or sophisticated’ (Stillwell et al., 2010: 446) and reflection and reflective learning models have been described as key psychological components of autonomy (Benson, 2011: 104; Kohonen,1992). In examining these concepts, this study focuses on students’ perceived input, or noticing of weaknesses in their speaking skills as evidenced through transcription activities. The research shows how transcription and reflective practice can help support the development of noticing, arguably a key element in the autonomous acquisition of new language and language development.

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