The Effects of the Timing of Corrective Feedback on the Acquisition of a New Linguistic Structure

Autor/inn/en	Li, Shaofeng; Zhu, Yan; Ellis, Rod
Titel	The Effects of the Timing of Corrective Feedback on the Acquisition of a New Linguistic Structure
Quelle	In: Modern Language Journal, 100 (2016) 1, S.276-295 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0026-7902
DOI	10.1111/modl.12315
Schlagwörter	Error Correction; Feedback (Response); English (Second Language); Second Language Learning; Middle School Students; Second Language Instruction; Foreign Countries; Task Analysis; Comparative Analysis; Control Groups; Cues; Experimental Groups; Oral Language; Imitation; Scores; Grammar; Teaching Methods; China + Suchen Sie Ihr Suchwort? Korrektur; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Fremdsprachenunterricht; Ausland; Aufgabenanalyse; Stichwort; Oral interpretation; Mündlicher Sprachgebrauch; Grammatik; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The article reports on a study investigating the comparative effects of immediate and delayed corrective feedback in learning the English past passive construction, a linguistic structure of which the learners had little prior knowledge. A total of 120 learners of English as a foreign language (EFL) from 4 intact classes at a Chinese middle school were randomly assigned to conditions: immediate feedback, delayed feedback, task-only, and control. The 3 experimental groups attended a 2-hour treatment session where they performed 2 dictogloss (narrative) tasks in groups, each followed by a reporting phase in which they took turns telling the narrative to the class. The 2 feedback groups received either immediate or delayed corrective feedback in the form of a prompt, followed by recasts of utterances containing errors in their use of the target structure. No effect for the corrective feedback was found on elicited imitation test scores, but both the immediate and delayed feedback resulted in gains in grammaticality judgment test scores, with immediate feedback showing some advantage over delayed feedback. We interpret these results as showing that the feedback only aided the development of declarative/explicit knowledge and that the advantage found for immediate feedback was due to the learners using the feedback progressively in the production of new past passive sentences, whereas this did not occur in the delayed feedback condition. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01