Corrective Feedback and Phonological Short-Term Memory in the Acquisition of the English That-Trace Filter: A Conceptual Replication of Goo (2012)
0
조회
0
다운로드
2
인용
0
참고문헌
키워드
초록
Recent interaction research has shown that corrective feedback may benefit L2 learners to varying degrees, and that certain types of feedback may be more beneficial than others, engendering much discussion and research attempts to investigate the issue. Goo’s (2012) study is one of those empirical attempts conducted in this line of research paradigm. The present study, as a conceptual replication of Goo’s original study, explores this on-going area of feedback research, the relative efficacy of different forms of corrective feedback, and whether/how phonological short-term memory (PSTM) mediates the impact of different feedback moves on the acquisition of the English that-trace filter. Twenty-nine adult high-intermediate Korean EFL learners were randomly assigned to one of three groups: a recast, metalinguistic feedback, and comparison groups. The study employed a pretest-posttest design. One intensive treatment session was implemented. Two dependent variable measures were developed/administered to assess learner performance: a timed grammaticality judgment test and a timed oral production test. Overall results showed that metalinguistic feedback was more effective than recasts at facilitating the acquisition of the target construction. PSTM was not found to be correlated with the effectiveness of recasts and metalinguistic feedback. Different patterns of learner performance were also observed depending upon the mode of dependent variable measure.
Abstract
Recent interaction research has shown that corrective feedback may benefit L2 learners to varying degrees, and that certain types of feedback may be more beneficial than others, engendering much discussion and research attempts to investigate the issue. Goo’s (2012) study is one of those empirical attempts conducted in this line of research paradigm. The present study, as a conceptual replication of Goo’s original study, explores this on-going area of feedback research, the relative efficacy of different forms of corrective feedback, and whether/how phonological short-term memory (PSTM) mediates the impact of different feedback moves on the acquisition of the English that-trace filter. Twenty-nine adult high-intermediate Korean EFL learners were randomly assigned to one of three groups: a recast, metalinguistic feedback, and comparison groups. The study employed a pretest-posttest design. One intensive treatment session was implemented. Two dependent variable measures were developed/administered to assess learner performance: a timed grammaticality judgment test and a timed oral production test. Overall results showed that metalinguistic feedback was more effective than recasts at facilitating the acquisition of the target construction. PSTM was not found to be correlated with the effectiveness of recasts and metalinguistic feedback. Different patterns of learner performance were also observed depending upon the mode of dependent variable measure.
참고문헌 (60)
- Adams, R., "Explicit and implicit feedback, modified output, and SLA: Does explicit and implicit feedback promote learning and learner-learner interactions?", The Modern Language Journal, 95(Suppl.), pp.42~63 (2011)
- Ammar, A., "Prompts and recasts: Differential effects on second language morphosyntax", Language Teaching Research, 12, pp.183~210 (2008)
- Ammar, A., "One size fits all? Recasts, prompts, and L2 learning", Studies in Second Language Acquisition, 28, pp.543~574 (2006)
- Baddeley, A. D., "Working memory" (1986), Clarendon Press
- Baddeley, A. D., "Working memory", Science, 255, pp.556~559 (1992)
- Baddeley, A. D., "Is working memory still working?", American Psychologist, 56, pp.851~864 (2001)
- Baddeley, A. D., "Recent advances in learning and motivation Vol. VIII", pp.47~89 (1974), Academic Press
- Daneman, M., "Working memory and language comprehension: A meta-analysis", Psychonomic Bulletin & Review, 3, pp.422~433 (1996)
- Doughty, C., "Focus on form in classroom second language acquisition", pp.197~261 (1998), Cambridge University Press
- Egi, T., "Interpreting recasts as linguistic evidence: The roles of linguistic target, length, and degree of change", Studies in Second Language Acquisition, 29, pp.511~537 (2007)
- Ellis, N. C., "Sequencing in SLA: Phonological memory, chunking, and points of order", Studies in Second Language Acquisition, 18, pp.91~126 (1996)
- Ellis, N. C., "Morphology and longer distance dependencies: Laboratory research illuminating the “A” in SLA", Studies in Second Language Acquisition, 19, pp.145~171 (1997)
- Ellis, N. C., "Working memory in the acquisition of vocabulary and syntax: Putting language in good order", Quarterly Journal of Experimental Psychology, 49A, pp.234~250 (1996)
- Ellis, R., "The definition and measurement of explicit knowledge", Language Learning, 54, pp.227~275 (2004)
- Ellis, R., "Measuring implicit and explicit knowledge of a second language: A psychometric study", Studies in Second Language Acquisition, 27, pp.141~172 (2005)
- Ellis, R., "Modelling learning difficulty and second language proficiency: The differential contributions of implicit and explicit knowledge", Applied Linguistics, 27, pp.431~463 (2006)
- Ellis, R., "Conversational interaction in second language acquisition: A collection of empirical studies", pp.339~360 (2007), Oxford University Press
- Ellis, R., "Implicit and explicit corrective feedback and the acquisition of L2 grammar", Studies in Second Language Acquisition, 28, pp.339~368 (2006)
- Erlam, R., "Elicited imitation as a measure of L2 implicit knowledge: An empirical validation study", Applied Linguistics, 27, pp.464~491 (2006)
- Gass, S. M., "The handbook of second language acquisition", pp.224~255 (2003), Blackwell
- Gathercole, S. E., "The role of phonological memory in vocabulary acquisition: A study of young children learning new names", British Journal of Psychology, 81, pp.439~454 (1990)
- Goo, J., "Corrective feedback and working memory capacity in interaction-driven L2 learning", Studies in Second Language Acquisition, 34, pp.445~474 (2012)
- Goo, J., "The case against the case against recasts", Studies in Second Language Acquisition, 35, pp.127~165 (2013)
- Juffs, A., "Aspects of working memory in L2 learning", Language Teaching, 44, pp.137~166 (2011)
- Keck, C. M., "Synthesizing research on language learning and teaching", pp.91~131 (2006), John Benjamins
- Leeman, J., "Recasts and second language development: Beyond negative evidence", Studies in Second Language Acquisition, 25, pp.37~63 (2003)
- Loewen, S., "Conversational interaction in second language acquisition: A collection of empirical studies", pp.361~377 (2007), Oxford University Press
- Loewen, S., "Recasts in the adult English L2 classroom: Characteristics, explicitness, and effectiveness", The Modern Language Journal, 90, pp.536~556 (2006)
- Long, M. H., "Handbook of second language acquisition", pp.413~468 (1996), Academic Press
- Long, M. H., "Problems in SLA" (2007), Lawrence Erlbaum Associates
- Lyster, R., "Recasts, repetition, and ambiguity in L2 classroom discourse", Studies in Second Language Acquisition, 20, pp.51~81 (1998)
- Lyster, R., "Negotiation of form, recasts, and explicit correction in relation to error types and learner repair in immersion classrooms", Language Learning, 48, pp.183~218 (1998)
- Lyster, R., "Differential effects of prompts and recasts in form-focused instruction", Studies in Second Language Acquisition, 26, pp.399~432 (2004)
- Lyster, R., "Promptsversus recasts in dyadic interaction", Language Learning, 59, pp.453~498 (2009)
- Lyster, R., "Corrective feedback and learner uptake", Studies in Second Language Acquisition, 19, pp.37~66 (1997)
- Lyster, R., "Counterpoint piece: The case for variety in corrective feedback research", Studies in Second Language Acquisition, 35, pp.167~184 (2013)
- Mackey, A., "Practice in a second language: Perspectives from applied linguistics and cognitive psychology", pp.85~110 (2007), Cambridge University Press
- Mackey, A., "Conversational interaction in second language acquisition: A collection of empirical studies", pp.407~452 (2007), Oxford University Press
- Mackey, A., "Conversational interaction and second language development: Recasts, responses, and red herrings?", The Modern Language Journal, 82, pp.338~356 (1998)
- Mackey, A., "Individual differences and instructed language learning", pp.181~209 (2002), John Benjamins
- Mackey, A., "Older learners in SLA research: A first look at working memory, feedback, and L2 development", Language Learning, 62, pp.704~740 (2012)
- McDonough, K., "Conversational interaction in second language acquisition: A collection of empirical studies", pp.323~338 (2007), Oxford University Press
- Nassaji, H., "Effects of recasts and elicitations in dyadic interaction and the role of feedback explicitness", Language Learning, 59, pp.411~452 (2009)
- Nicholas, H., "Recasts as feedback to language learners", Language Learning, 51, pp.719~758 (2001)
- Norris, J. M., "Effectiveness of L2 instruction: A research synthesis and quantitative meta-analysis", Language Learning, 50, pp.417~528 (2000)
- Panova, I., "Patterns of corrective feedback and uptake in an adult ESL classroom", TESOL Quarterly, 36, pp.573~595 (2002)
- Papagno, C., "Phonological short-term memory and foreign-langauge vocabulary learning", Journal of Memory and Language, 30, pp.331~347 (1991)
- Philp, J., "Constraints on noticing the gap: Nonnative speakers’ noticing of recasts in NS-NNS interaction", Studies in Second Language Acquisition, 25, pp.99~126 (2003)
- Pica, T., "Research on negotiation: What does it reveal about second-language learning conditions, processes, and outcomes?", Language Learning, 44, pp.493~527 (1994)
- Pica, T., "Do second language learners need negotiation?", International Review of Applied Linguistics in Language Teaching, 34, pp.1~21 (1996)
- Russell, J., "Synthesizing research on language learning and teaching", pp.133~164 (2006), John Benjamins
- Sato, M., "Peer interaction and corrective feedback for accuracy and fluency development", Studies in Second Language Acquisition, 34, pp.591~626 (2012)
- Service, E., "Phonology, working memory, and foreign-language learning", Quarterly Journal of Experimental Psychology, 45, pp.21~50 (1992)
- Service, E., "Is the relation between phonological memory and foreign language learning accounted for by vocabulary acquisition?", Applied Psycholinguistics, 16, pp.155~172 (1995)
- Sheen, Y., "Conversational interaction in second language acquisition: A collection of empirical studies", pp.301~322 (2007), Oxford University Press
- Sheen, Y., "Recasts, language anxiety, modified output, and L2 learning", Language Learning, 58, pp.835~874 (2008)
- Sheen, Y., "Differential effects of oral and written corrective feedback in the ESL classroom", Studies in Second Language Acquisition, 32, pp.203~234 (2010)
- Williams, J. N., "The Routledge handbook of second language acquisition", pp.427~441 (2012), Routledge
- Williams, J. N., "Phonological memory and rule learning", Language Learning, 53, pp.67~121 (2003)
- Yang, Y., "Effects of form-focused practice and feedback on Chinese EFL learners’ acquisition of regular and irregular past tense forms", Studies in Second Language Acquisition, 32, pp.235~263 (2010)