Identifying the Impact of Negative Feedback and Learners' Responses on ESL Question Development.

Autor/in	McDonough, Kim
Titel	Identifying the Impact of Negative Feedback and Learners' Responses on ESL Question Development.
Quelle	In: Studies in second language acquisition, 27 (2005) 1, S. 79-103Infoseite zur Zeitschrift Verfügbarkeit
Beigaben	Anhang; Anmerkungen; Literaturangaben; Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Zeitschriftenaufsatz
ISSN	0272-2631
Schlagwörter	Empirische Forschung; Quantitative Forschung; Feedback; Lernergebnis; Frage; Vergleichende Analyse; Fremdsprachenunterricht; Zweitsprachenerwerbsforschung; Englischunterricht; Thailand
Abstract	Swain's (1985, 1995, 2000) output hypothesis states that language production is facilitative of second language (L2) learning. An important component of the output hypothesis involves pushing learners to produce appropriate, accurate, and complex language (Swain, 1993), which may occur when interlocutors provide learners with negative feedback (Gass, 1997, 2003; Long, 1996; Mackey, in press; Pica, 1994; Swain & Lapkin, 1995). When learners modify their previous utterances in response to negative feedback, learning opportunities are created by both the provision of negative feedback and the production of modified output. Consequently, it is difficult to determine how these interactional features - alone or in combination - positively impact L2 development. The presented study examines the impact of negative feedback and learners' responses on English as a second language (ESL) question development, which is operationalized as stage advancement in Pienemann and Johnston's developmental sequence for ESL question formation (Pienemann & Johnston, 1987; Pienemann, Johnston & Brindley, 1988). Thai English as a foreign language (EFL) learners (n = 60) carried out a series of communicative tasks with native English speakers in four conditions that provided different negative feedback and modified output opportunities and also completed four oral production tests over an 8-week period. Analysis of the treatment data identified the amount of modified output involving developmentally advanced question forms produced by the learners, and analysis of the test data revealed whether the learners' stage assignment changed over time. Logistic regression indicated that the only significant predictor of ESL question development was the production of modified output involving developmentally advanced question forms in response to negative feedback. (Verlag, adapt.).
Erfasst von	Informationszentrum für Fremdsprachenforschung, Marburg
Update	2023/1