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The Efficacy of Different Types of Metalinguistic Information in L2 Written Corrective Feedback

Jang Sung-Soo
한국영어교육학회 (Korea Association Of Teachers Of English)|2020.12|영어교육 (English Teaching)|제75권 제4호|pp. 33-56|DOI 10.15858/engtea.75.4.202012.33

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참고문헌

키워드

written corrective feedbackimplicit knowledgeexplicit knowledgemetalinguistic information
주제분류영어와문학

초록

The study investigates whether differences in metalinguistic information contained in written corrective feedback (CF) mediate its effectiveness for second language (L2) development. To address this, metalinguistic CF was distinguished into three types in terms of how specific its metalinguistic information was. They were then compared among themselves and with non-metalinguistic direct CF in their efficacy for short- and long-term development of explicit and implicit L2 knowledge. The target features for written CF were the English articles, and explicit and implicit knowledge were measured by the error correction test and dictogloss writings by 93 EFL learners respectively. The results suggest that, for both explicit and implicit L2 knowledge, metalinguistic CF was beneficial for short-term development only when it had high levels of specific information while it was effective for long-term development regardless of its type. The findings are discussed from the perspective of SLA theory, and their pedagogical implications and suggestions for future research are put forth.

Abstract

The study investigates whether differences in metalinguistic information contained in written corrective feedback (CF) mediate its effectiveness for second language (L2) development. To address this, metalinguistic CF was distinguished into three types in terms of how specific its metalinguistic information was. They were then compared among themselves and with non-metalinguistic direct CF in their efficacy for short- and long-term development of explicit and implicit L2 knowledge. The target features for written CF were the English articles, and explicit and implicit knowledge were measured by the error correction test and dictogloss writings by 93 EFL learners respectively. The results suggest that, for both explicit and implicit L2 knowledge, metalinguistic CF was beneficial for short-term development only when it had high levels of specific information while it was effective for long-term development regardless of its type. The findings are discussed from the perspective of SLA theory, and their pedagogical implications and suggestions for future research are put forth.

참고문헌 (67)

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관련 논문AI추천

Types of Information in Written Corrective Feedback and Its Efficacy on L2 Acquisition장성수한국영어교육학회 · 영어교육2012 · 제67권 제3호The Effects of Different Types of Oral Corrective Feedback on the Development of Explicit/Implicit L2 Knowledge of English Articles김지현한국영어교육학회 · 영어교육2016 · 제71권 제3호Written Corrective Feedback: Its Explicitness, Target Structure and Efficacy in Improving L2 Accuracy장성수팬코리아영어교육학회 · 영어교육연구2021 · 제33권 제3호The effects of direct error correction and metalinguistic explanation on learners’ explicit and implicit knowledge of the English article in EFL Contexts.김지현팬코리아영어교육학회 · 영어교육연구2015 · 제27권 제4호Focused written corrective feedback and its roles in learning English articles황정희팬코리아영어교육학회 · 영어교육연구2015 · 제27권 제4호Effects of Written Corrective Feedback on the Use of the English Indefinite Article in EFL Learners’ Writing윤경옥, 이정원한국영어교육학회 · 영어교육2020 · 제75권 제2호

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