피드백과 피드백의 수용이 제2언어 습득에 미치는 영향
The Effects of Feedback and Uptake on Second Language Acquisition
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This study examined the effects of feedback and learner uptake for Koreanadult EFL learners. The two groups of learners, with and without the nativespeakers’ feedback to the learners’ target word production, performed the sixpicture-based story telling sessions which consisted of a pre-test, threetreatment sessions, a post-test, and a delayed post-test. Results showed that ofmore target words were acquired by the feedback group, although bothgroups significantly improved in both post tests. However, there was nocorrelation between the number of successfully uptaken target words and thatof acquired target words in both post tests, which suggests that theacquisition effect is not mainly due to the uptake of feedback. In contrast,significant correlation was found between the number of voluntarilyproduced target words during the treatment and that of target words producedin delayed post test in both groups, which suggests that of voluntaryproduction is more powerful predictor for acquisition. The target words which the learners were unable to produce in the pretestsession were voluntarily produced in the later treatment sessions probablydue to their task-essentialness for the story-telling. Also, the feedback to theincorrect target words seems to have raised the learners’ focus of form notonly to the particular target words to which the feedback was given but alsoto other target words as well.
Abstract
This study examined the effects of feedback and learner uptake for Koreanadult EFL learners. The two groups of learners, with and without the nativespeakers’ feedback to the learners’ target word production, performed the sixpicture-based story telling sessions which consisted of a pre-test, threetreatment sessions, a post-test, and a delayed post-test. Results showed that ofmore target words were acquired by the feedback group, although bothgroups significantly improved in both post tests. However, there was nocorrelation between the number of successfully uptaken target words and thatof acquired target words in both post tests, which suggests that theacquisition effect is not mainly due to the uptake of feedback. In contrast,significant correlation was found between the number of voluntarilyproduced target words during the treatment and that of target words producedin delayed post test in both groups, which suggests that of voluntaryproduction is more powerful predictor for acquisition. The target words which the learners were unable to produce in the pretestsession were voluntarily produced in the later treatment sessions probablydue to their task-essentialness for the story-telling. Also, the feedback to theincorrect target words seems to have raised the learners’ focus of form notonly to the particular target words to which the feedback was given but alsoto other target words as well.
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