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| Autor/in | Ayoun, Dalila |
|---|---|
| Titel | The role of negative and positive feedback in the second language acquisition of the passé composé and imparfait. |
| Quelle | In: The modern language journal, 85 (2001) 2, S. 226-243 |
| Beigaben | Anhang; Anmerkungen; Literaturangaben; Tabellen |
| Sprache | englisch; französische Zitate |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0026-7902 |
| Schlagwörter | Empirische Forschung; Sprachlehrforschung; Feedback; Grammatikunterricht; Imperfekt; Tempus (Ling); Fremdsprachenunterricht; Zweitsprachenerwerbsforschung; Französischunterricht; Passé Composé; Aspekt |
| Abstract | The study tests the effectiveness of written recasts versus models in the acquisition of the aspectual distinction between two past tenses in French, the passé composé and the imparfait with a pretest, repeated exposure, and posttest design. Participants were randomly assigned to 1 of 3 conditions: R (recasting: implicit negative feedback), M (modeling: pre-emptive positive evidence), and G (grammar: explicit positive evidence and negative feedback). The M and R groups read a different story with illustrations each week: (a) In the M condition, participants were shown a sentence corresponding to the illustration for 3 seconds, then were asked to answer a related question; (b) in the R condition, participants formed a sentence with given elements based on the illustration, then were exposed to the correct answer for 3 seconds; (c) the G group read traditional grammar lessons, took a short practice, and were presented with the answer key. Posttest results reveal that the R group performed significantly better than the G group but not the M group, partially supporting the hypothesis that recasting is the most effective form of feedback. (Verlag). |
| Erfasst von | Informationszentrum für Fremdsprachenforschung, Marburg |
| Update | 2023/1 |
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