Implicit and Explicit Corrective Feedback and the Acquisition of L2 Grammar

Autor/inn/en	Ellis, Rod; Loewen, Shawn; Erlam, Rosemary
Titel	Implicit and Explicit Corrective Feedback and the Acquisition of L2 Grammar
Quelle	In: Studies in Second Language Acquisition, 28 (2006) 2, S.339-368 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-2631
Schlagwörter	Feedback (Response); Error Correction; Experimental Groups; Control Groups; Research Design; Metalinguistics; Imitation; Foreign Countries; Language Research; English (Second Language); Second Language Learning; Morphemes; Task Analysis; Oral Language; Language Tests; Grammar; Comparative Analysis; Statistical Analysis; Evaluation Methods + Suchen Sie Ihr Suchwort? Korrektur; Forschungsdesign; Metalanguage; Metasprache; Ausland; Sprachforschung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Morphem; Aufgabenanalyse; Oral interpretation; Mündlicher Sprachgebrauch; Language test; Sprachtest; Grammatik; Statistische Analyse
Abstract	This article reviews previous studies of the effects of implicit and explicit corrective feedback on SLA, pointing out a number of methodological problems. It then reports on a new study of the effects of these two types of corrective feedback on the acquisition of past tense -ed. In an experimental design (two experimental groups and a control group), low-intermediate learners of second language English completed two communicative tasks during which they received either recasts (implicit feedback) or metalinguistic explanation (explicit feedback) in response to any utterance that contained an error in the target structure. Acquisition was measured by means of an oral imitation test (designed to measure implicit knowledge) and both an untimed grammaticality judgment test and a metalinguistic knowledge test (both designed to measure explicit knowledge). The tests were administered prior to the instruction, 1 day after the instruction, and again 2 weeks later. Statistical comparisons of the learners' performance on the posttests showed a clear advantage for explicit feedback over implicit feedback for both the delayed imitation and grammaticality judgment posttests. Thus, the results indicate that metalinguistic explanation benefited implicit as well as explicit knowledge and point to the importance of including measures of both types of knowledge in experimental studies. [This research was funded by a Marsden Fund grant awarded by the Royal Society of Arts of New Zealand.] (Author).
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Update	2017/4/10