Comparing Explicit Exemplar-Based and Rule-Based Corrective Feedback: Introducing Analogy-Based Corrective Feedback

Autor/in	Thomas, Kavita E.
Titel	Comparing Explicit Exemplar-Based and Rule-Based Corrective Feedback: Introducing Analogy-Based Corrective Feedback
Quelle	In: Modern Language Journal, 102 (2018) 2, S.371-391 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0026-7902
DOI	10.1111/modl.12470
Schlagwörter	Comparative Analysis; Error Correction; Feedback (Response); Grammar; Task Analysis; Cues; Pretests Posttests; Sentences; Control Groups; Second Language Learning; Second Language Instruction; Quasiexperimental Design; Experimental Groups; Secondary School Students; Metalinguistics; English (Second Language); Foreign Countries; Teaching Methods; Learning Theories; Syntax; Figurative Language; Instructional Effectiveness; Logical Thinking; Decision Making; Sweden + Suchen Sie Ihr Suchwort? Korrektur; Grammatik; Aufgabenanalyse; Stichwort; Sentence analysis; Satzanalyse; Zweitsprachenerwerb; Fremdsprachenunterricht; Sekundarschüler; Metalanguage; Metasprache; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Learning theory; Lerntheorie; Unterrichtserfolg; Decision-making; Entscheidungsfindung; Schweden
Abstract	This study introduces an approach to providing corrective feedback to L2 learners termed analogy-based corrective feedback that is motivated by analogical learning theories and syntactic alignment in dialogue. Learners are presented with a structurally similar synonymous version of their output where the erroneous form is corrected, and they must decode the analogy-based feedback to understand the correction. A quasi-experimental classroom-based study was conducted with upper secondary Swedish EFL learners (N = 49) to investigate the effectiveness of corrective feedback varying in mode (inductive exemplar-based or deductive rule-based) on English subject-verb agreement. Explicit correction, metalinguistic, and analogy-based corrective feedback, all explicitly providing evidence of error and including reformulation prompts, were assessed by timed and untimed grammaticality judgment and sentence completion tasks in a between-groups pretest, posttest, delayed posttest design with a control group. Results indicate significant delayed gains for all feedback types on the untimed grammaticality judgment task for ungrammatical items. No clear advantage was seen for rule-based or exemplar-based CF. Descriptive statistics indicate different trends over successive testing times, where analogy-based feedback often led to lowest performance on the immediate posttest but showed improvement on the delayed posttest, unlike the other two CF types. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01