The Noticeability and Effectiveness of Corrective Feedback in Relation to Target Type

Autor/inn/en	Kartchava, Eva; Ammar, Ahlem
Titel	The Noticeability and Effectiveness of Corrective Feedback in Relation to Target Type
Quelle	In: Language Teaching Research, 18 (2014) 4, S.428-452 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-1688
DOI	10.1177/1362168813519373
Schlagwörter	Error Correction; Feedback (Response); Teaching Methods; Second Language Learning; Second Language Instruction; Grammar; Cues; Introductory Courses; College Students; Instructional Effectiveness; English (Second Language); Morphemes; Accuracy; Pretests Posttests; Recall (Psychology); Pictorial Stimuli; Task Analysis; Prompting; Metacognition + Suchen Sie Ihr Suchwort? Korrektur; Teaching method; Lehrmethode; Unterrichtsmethode; Zweitsprachenerwerb; Fremdsprachenunterricht; Grammatik; Stichwort; Einführungskurs; Collegestudent; Unterrichtserfolg; English as second language; English; Second Language; Englisch als Zweitsprache; Morphem; Abberufung; Fantasieanregung; Aufgabenanalyse; Benutzerführung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition
Abstract	This quasi-experimental study investigated the noticeability and effectiveness of three corrective feedback (CF) techniques (recasts, prompts and a combination of the two) delivered in the language classroom. The participants were four groups of high-beginner college level francophone learners of English as a second language (ESL) (n = 99) and their teachers. Each teacher was assigned to a treatment condition that fit his CF style, but the researcher taught the controls. CF was provided to the learners in response to their production problems with the simple past and questions in the past. While the noticing of CF was assessed through immediate recall protocols, learning outcomes were measured by way of picture description and spot-the-differences tasks administered through a pre-test/post-test design. The results indicated that the noticeability of CF is dependent on the grammatical target it addresses (i.e. feedback on past tense errors was noticed more) and that the CF techniques that push learners to self-correct alone or in combination with target exemplars are more effective in bringing out the corrective intent of the feedback move. In relation to the learning outcomes, the past tense accuracy levels increased more than those for questions, but the differences between the two targets were not significant across groups. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10