The Effectiveness of Explicit and Implicit Corrective Feedback on Interlingual and Intralingual Errors: A Case of Error Analysis of Students' Compositions

Autor/inn/en	Falhasiri, Mohammad; Tavakoli, Mansoor; Hasiri, Fatemeh; Mohammadzadeh, Ali Reza
Titel	The Effectiveness of Explicit and Implicit Corrective Feedback on Interlingual and Intralingual Errors: A Case of Error Analysis of Students' Compositions
Quelle	In: English Language Teaching, 4 (2011) 3, S.251-264 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Error Correction; Feedback (Response); Teaching Methods; Grammar; Pragmatics; Taxonomy; Error Analysis (Language); English (Second Language); Second Language Learning; Second Language Instruction; Foreign Countries; Essays; Indo European Languages; Interference (Language); Native Language; College Students; Iran + Suchen Sie Ihr Suchwort? Korrektur; Teaching method; Lehrmethode; Unterrichtsmethode; Grammatik; Pragmalinguistik; Taxonomie; Error analysis; Language; Fehleranalyse; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Essay; Aufsatzunterricht; Indoeuropäisch; Collegestudent
Abstract	This study intends to shed light on the most occurring grammatical and lexical (pragmatic) errors which students make in their compositions. For this purpose, 23 male and female undergraduate students from different majors were asked to take part in the present study. Each week, for four weeks, students were asked to write 4 compositions on predetermined topics. Students' writings were analyzed for errors based on a linguistic Category Taxonomy and the frequency of errors for each category was calculated. Two kinds of corrective feedback were devised based on the type of errors observed, deductive (explicit) explanation of interlingual errors and inductive (implicit) clarification of intralingual errors. After the treatment, students wrote four more compositions and the frequencies of errors for the two sets of writings were compared to see if any significant changes had occurred. It was found that the most errors were of interlingual category (71%). It was also concluded that in 22 out of 26 categories, the frequency of errors decreased. Deductive (explicit) teaching of interlingual and also inductive (implicit) teaching of intralingual erroneous points decreased the error frequency of students. Moreover, interlingual errors were more affected than intralingual in case of error reduction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01