Effects of Recasts, Explicit Correction and Metalinguistic Prompts on L2 Knowledge of the English Past Tense
1
조회
0
다운로드
3
인용
0
참고문헌
키워드
초록
This study examined the effects of three different types of corrective feedback (CF) on the acquisition of declarative/procedural knowledge of the English past tense in a foreign language (FL) classroom setting. The participants comprised Japanese university students, and five classes were assigned to recasts, explicit correction, metalinguistic prompt, task-only, and test control groups. The first three groups performed tasks designed to elicit past-tense forms and received CF. The task-only group performed the tasks without any CF, while the test control group completed pretests and posttests only. Participants’ declarative and procedural knowledge of the past tense was measured at the pretest, immediate posttest, and delayed posttest. The results generally showed that recasts and explicit correction were effective for the development of declarative knowledge of the structures, while metalinguistic prompts were beneficial for the development of procedural knowledge. Thus, metalinguistic prompts would be one of the best types of feedback to provide in an FL classroom setting to help learners develop procedural knowledge of past-tense forms. However, to effectively develop their declarative knowledge of past-tense forms, recasts and explicit correction should also be provided.
Abstract
This study examined the effects of three different types of corrective feedback (CF) on the acquisition of declarative/procedural knowledge of the English past tense in a foreign language (FL) classroom setting. The participants comprised Japanese university students, and five classes were assigned to recasts, explicit correction, metalinguistic prompt, task-only, and test control groups. The first three groups performed tasks designed to elicit past-tense forms and received CF. The task-only group performed the tasks without any CF, while the test control group completed pretests and posttests only. Participants’ declarative and procedural knowledge of the past tense was measured at the pretest, immediate posttest, and delayed posttest. The results generally showed that recasts and explicit correction were effective for the development of declarative knowledge of the structures, while metalinguistic prompts were beneficial for the development of procedural knowledge. Thus, metalinguistic prompts would be one of the best types of feedback to provide in an FL classroom setting to help learners develop procedural knowledge of past-tense forms. However, to effectively develop their declarative knowledge of past-tense forms, recasts and explicit correction should also be provided.
참고문헌 (29)
- Ammar, A., "One size fits all? Recasts, prompts, and L2 learning", Studies in Second Language Acquisition, 28, pp.543~574 (2006)[DOI]
- DeKeyser, R., "Theories in second language acquisition: An introduction", pp.94~112 (2015), Routledge
- DeKeyser, R., "The Routledge handbook of instructed second language acquisition", pp.15~32 (2017), Routledge
- Ellis, R., "Conversational interaction in second language acquisition", 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)[DOI]
- Ellis, R., "Exploring language pedagogy through second language acquisition research" (2013), Routledge
- Goo, J., "The case against the case against recasts", Studies in Second Language Acquisition, 35, pp.127~165 (2013)[DOI]
- Iizuka, T., "Implicit and explicit corrective feedback and feedback exposure conditions", Instructed Second Language Acquisition, 4(1), pp.3~48 (2020)[DOI]
- Li, H. (Lydia), "The role of recasts and negotiated prompts in an FL learning context in China with non-English major university students", Language Teaching Research, 25(2), pp.209~233 (2021)[DOI]
- Li, S., "The effectiveness of corrective feedback in SLA : A meta-analysis", Language Learning, 60, pp.309~365 (2010)[DOI]
- Li, S., "Critical reflections on data in second language acquisition", pp.33~62 (2018), John Benjamins Publishing Company
- Loewen, S., "Conversational interaction in second language acquisition: A collection of empirical studies", pp.361~377 (2007), Oxford University Press
- Lyster, R., "Different effects of prompts and effects in form-focused instruction", Studies in Second Language Acquisition, 26, pp.399~432 (2004)[DOI]
- Lyster, R., "Interactional feedback and instructional counterbalance", Studies in Second Language Acquisition, 28, pp.269~300 (2006)[DOI]
- Lyster, R., "Corrective feedback and learner uptake", Studies in Second Language Acquisition, 19, pp.37~66 (1997)[DOI]
- Lyster, R., "Oral feedback in classroom SLA : A meta-analysis", Studies in Second Language Acquisition, 32, pp.265~302 (2010)[DOI]
- Lyster, R., "Oral corrective feedback in second language classrooms", Language Teaching, 46, pp.1~40 (2013)
- Lyster, R., "Contemporary approaches to second language acquisition", pp.71~92 (2013), John Benjamins
- Mackey, A., "Conversational interaction in second language acquisition: A collection of empirical studies", pp.407~452 (2007), Oxford University Press
- Rouhi, A., "Declarative knowledge: Does it mediate the effect of recasts and prompts in an EFL classroom setting?", The Journal of Asia TEFL, 8(2), pp.1~25 (2011)
- Schmidt, R. W., "Attention and awareness in foreign language learning", pp.1~63 (1995), University of Hawai‘i, National Foreign Language Resource Center
- Schmidt, R. W., "Cognition and second language instruction", pp.3~32 (2001), Cambridge University Press
- Sheen, Y., "Corrective feedback and learner uptake in communicative classrooms across instructional settings", Language Teaching Research, 8, pp.263~300 (2004)[DOI]
- Sheen, Y., "Conversational interaction in second language acquisition: A collection of empirical studies", pp.301~322 (2007), Oxford University Press
- Sheen, Y., "Handbook of research in second language teaching and learning (Vol. 2)", pp.593~610 (2011), Routledge
- Shirahata, T., (2015), Taishukan Shoten
- Ullman, M. T., "Theories in second language acquisition: An introduction", pp.135~158 (2015), Routledge
- 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(2), pp.235~263 (2010)[DOI]
- Zhao, Y., "The relative effects of implicit and explicit corrective feedback on the acquisition of 3rd person -s by Chinese university students: A classroom-based study", Language Teaching Research (2020)[DOI]