Direct Written Corrective Feedback, Learner Differences, and the Acquisition of Second Language Article Use for Generic and Specific Plural Reference

Autor/inn/en	Stefanou, Charis; Revesz, Andrea
Titel	Direct Written Corrective Feedback, Learner Differences, and the Acquisition of Second Language Article Use for Generic and Specific Plural Reference
Quelle	In: Modern Language Journal, 99 (2015) 2, S.263-282 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0026-7902
DOI	10.1111/modl.12212
Schlagwörter	Error Correction; Feedback (Response); Metalinguistics; Grammar; English (Second Language); Second Language Learning; Teaching Methods; Second Language Instruction; Morphemes; Foreign Countries; Form Classes (Languages); Language Usage; Written Language; Instructional Effectiveness; Pretests Posttests; Greece + Suchen Sie Ihr Suchwort? Korrektur; Metalanguage; Metasprache; Grammatik; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Teaching method; Lehrmethode; Unterrichtsmethode; Fremdsprachenunterricht; Morphem; Ausland; Analytischer Sprachbau; Sprachgebrauch; Geschriebene Sprache; Unterrichtserfolg; Griechenland
Abstract	This article reports on a classroom-based study that investigated the effectiveness of direct written corrective feedback in relation to learner differences in grammatical sensitivity and knowledge of metalanguage. The study employed a pretest-posttest-delayed posttest design with two treatment sessions. Eighty-nine Greek English as a foreign language (EFL) learners were randomly assigned to 3 groups: direct feedback only, direct feedback plus metalinguistic comments, and comparison. The linguistic target was article use for specific and generic plural reference. A text summary and a truth value judgment test were employed to measure any development in learners' ability to use articles. The results revealed an advantage for receiving direct feedback over no feedback, but provided no clear evidence for the benefit of supplying metalinguistic information. Additionally, participants with greater grammatical sensitivity and knowledge of metalanguage proved more likely to achieve gains in the direct feedback only group. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01