Developing spoken grammar awareness is a crucial first step in fostering noticing habits (Schmidt, 1990) in second language learners. Classroom instruction using corpus-informed materials is an ideal way to assist this development, given that these materials are based on research which informs us about the most frequent forms and uses of spoken grammar and thus materials can help us to make frequent forms more salient to learners. However, as Badger (2018) notes, few studies seek to investigate what students actually notice outside of the classroom, following instruction. In this qualitative study, we aimed to address this gap by giving four intermediate learners instruction sessions using corpus-informed materials to teach three aspects of spoken grammar which corpora show are very frequent (vague language, ellipsis, and discourse markers). Following instruction, learner diaries were submitted over a three-week period to track (a) whether learners noticed the spoken grammar forms focused upon during the instruction in their day-to-day conversations in the UK, (b) whether they used any of the forms, and (c) the extent to which they perceived that this awareness helped them to have more successful conversations. The diaries were supported by a qualitative questionnaire administered 2 weeks after the final diary was submitted. Results show that learners reported noticing the forms in a variety of conversations, although this awareness was not always accurate. They also reported making some use of the forms themselves and the general perception was that the language taught was useful to them.

中文翻译：

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语料库指导下学习者口语语法意识的感知发展：学习者日记的探索

培养口语语法意识是培养第二语言学习者注意习惯的关键第一步（Schmidt，1990）。使用基于语料库的材料进行课堂教学是促进这一发展的理想方式，因为这些材料是基于研究的，这些研究告诉我们口语语法最常见的形式和用法，因此材料可以帮助我们使频繁的形式更加突出学习者。然而，正如 Badger (2018) 指出的那样，很少有研究试图调查学生在听从指令后在课堂外实际注意到了什么。在这项定性研究中，我们旨在通过使用语料库信息材料为四名中级学习者提供指导课程来解决这一差距，以教授语料库显示非常频繁的口语语法的三个方面（模糊语言、省略号和话语标记）。教学结束后，学习者在三周内提交日记，以跟踪（a）学习者在英国的日常对话中是否注意到教学期间重点关注的口语语法形式，（b）他们是否使用了以下任何语法形式：形式，以及 (c) 他们认为这种意识在多大程度上帮助他们进行了更成功的对话。最终日记提交两周后，进行了定性调查问卷的支持。结果表明，学习者报告注意到各种对话中的形式，尽管这种意识并不总是准确的。他们还报告说自己使用了一些表格，并且普遍认为所教授的语言对他们有用。