Effects of Implicit versus Explicit Corrective Feedback on Mandarin Tone Acquisition in a SCMC Learning Environment

Autor/inn/en	Bryfonski, Lara; Ma, Xue
Titel	Effects of Implicit versus Explicit Corrective Feedback on Mandarin Tone Acquisition in a SCMC Learning Environment
Quelle	In: Studies in Second Language Acquisition, 42 (2020) 1, S.61-88 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-2631
Schlagwörter	Feedback (Response); Tone Languages; Mandarin Chinese; Error Correction; Comparative Analysis; Teaching Methods; Intonation; Oral Language; Speech Communication; Phonology; Language Proficiency; Computer Assisted Instruction; Computer Mediated Communication; Second Language Instruction; Teacher Attitudes; Student Attitudes; Preferences; Pretests Posttests; Achievement Gains + Suchen Sie Ihr Suchwort? Tonsprache; Korrektur; Teaching method; Lehrmethode; Unterrichtsmethode; Oral interpretation; Mündlicher Sprachgebrauch; Fonologie; Language skill; Language skills; Sprachkompetenz; Computer based training; Computerunterstützter Unterricht; Computerkonferenz; Fremdsprachenunterricht; Lehrerverhalten; Schülerverhalten; Achievement gain; Leistungssteigerung
Abstract	The current study investigates the effects of more explicit versus more implicit corrective feedback on beginner Mandarin learners' perception and production of Mandarin tones. The effects of oral corrective feedback have been extensively investigated for various domains of second language acquisition (see Mackey & Goo, 2007). For phonological errors, implicit feedback has shown to be particularly salient to learners (Mackey, Gass, & McDonough, 2000) and therefore potentially more effective for tone learning. However, for lower proficiency beginners, explicit corrective feedback has been shown to be more effective (Li, 2009, 2014). Using a mixed methods design, the current study investigated the acquisition of Mandarin tones in beginner, adult learners (n = 41) enrolled in a 14-week, one-on-one, synchronous computer-mediated communication course. Learners were divided into two experimental groups: a more implicit feedback group and a more explicit feedback group. Pretests and posttests assessed changes in tone perception and production. Upon completion of the course, learners in the more implicit feedback group had greater improvement in tone production compared to the more explicit feedback group (d = 0.75). Both learners and the instructor indicated a preference toward recasts for tone feedback. No statistically significant differences were found for tone perception. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01