Literaturnachweis - Detailanzeige
| Autor/inn/en | Granena, Gisela; Yilmaz, Yucel |
|---|---|
| Titel | Corrective Feedback and the Role of Implicit Sequence-Learning Ability in L2 Online Performance |
| Quelle | In: Language Learning, 69 (2019), S.127-156 (30 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0023-8333 |
| DOI | 10.1111/lang.12319 |
| Schlagwörter | Error Correction; Feedback (Response); Instructional Effectiveness; Intervention; Second Language Learning; Scores; Pretests Posttests; Sequential Learning; Reading Processes; Task Analysis; Grammar; Error Patterns; Language Tests; Language Aptitude; Computer Assisted Testing; Spanish; Second Language Instruction; Teaching Methods |
| Abstract | This study investigated the relative effectiveness of two instructional interventions (implicit and explicit feedback) as a function of implicit sequence-learning ability. Second language (L2) attainment was measured by means of a self-paced reading task, which shows online sensitivity to language errors. Implicit sequence-learning ability was measured by means of the serial reaction time task from the High-Level Language Aptitude Battery. Two Spanish target structures were investigated (gender agreement and differential object marking). The results showed that neither explicit nor implicit feedback had an effect on L2 learners' grammatical sensitivity to the target structures and, therefore, that feedback was not effective in changing L2 learning outcomes, as measured through an online processing measure. The results also showed a significant relationship between implicit sequence-learning ability and sensitivity to feminine gender agreement on the posttest, after controlling for pretest scores, but only in the implicit feedback group. (As Provided). |
| Anmerkungen | Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
