Implicit and explicit corrective feedback and the acquisition of L2 grammar  

Oleh:

Erlam, Rosemary ; Ellis, Rod ; Loewen, Shawn

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Studies in Second Language Acquisition (sebagian Full Text & ada di PROQUEST Th.2001-) vol. 28 no. 2 (Jun. 2006), page 339-368.
Fulltext: out.pdf (185.1KB)

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Perpustakaan PKBB Nomor Panggil: 405/SSL/28 Non-tandon: tidak ada Tandon: 1

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Isi artikel

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.groupsand 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 meoos 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.

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